Vol. 42
SEPTEMBER, 1936
The EDue^ierv
No. 1
Ralph Lupfer illustrating a good position.
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A New Text of a Ncav Type'
A Course
IN
TRANSCRIPTION
by EDWIN RIEMER
(jlinirman. Dcparliiunt iif Secretarial
Studies, James Madison High School,
Brooklyn, N. Y.; Chairmtin, Depart-
ment of Stenography and Typeicriting.
Central Evening High School, Brooklyn,
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Projiressive drill in the
application of typing
which is of most import-
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The Practical Answer
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For Use with Any Basic Text
There is no shorthand in this book. It is intended
that shorthand material for transcription be taken
from the basic text, or from the student's or
teacher's own notes. A Course in Transcrip-
tion thus functions perfectly, whatever basic text
the class may use.
Pitman Publishing Corporation
2 West 45th Street
New York, N. Y.
The Educator
Forward Steps in Handwriting
This new book embodies many improvements and represents new
forward steps in handwriting.
Read These Statements
by the Authors ....
"In order to save time, write rapidly; in order to
insure understanding on the part of the reader,
write legibly."— JOHN G. KIRK, Director of
Commercial Education, Philadelphia, Pa.
"The essentials of learning to write well arc:
1. A strong desire to write well.
2. An abundance of good copies and sound
methods, both based on correlation.
3. Appropriate practice applied by the student
purposively and intelligently to accomplish
ends which he recognizes." —
FRANK N. FREEMAN, Professor of Educa-
tional Psychology, University of Chicago.
Order a Copy Today
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Please send
Functional Handwriting Books.
Enclosed is "n full payment.
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The Educator
Professional Training
in Shorthand
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thoroughly prepare for private secretanships, court
reporting, and commercial teaching positions.
All departments are in charge of expert and
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Students for beginning or advanced courses may
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P OR more than seventy-five years almost every
youngster who has been taught to write has
known the name Spencerian. The name has always
been associated with the finest writing instruments
that can be made and ako with beautiful penman-
ship. All told there are more than half a hundred
different types of Spencerian Steel Pens. Among
them will be found pens which range from an extra
fine point with the famous Spencerian "double
clastic" action to an extra broad stub with stiff
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The Educator
I I I I
CHICAGO, 1936
International Commercial Schools Contest
Gregg Typing
Leads Again
YEAR AFTER YEAR
— Each of the Four Years Since These Contests Were Started —
A majority of the first places and a majority of the total of the first three pLices have been won
by students from schools using a Gregg typing book as the adopted text.
GREGG TYPINCj is a (Jotisistent U'inncr — In the classroom, in a contest, or in the business
world.
Here are the results of the typing contest at Chicago this year — -results that will be of interest
to the typing teacher who is seeking a typing text ivhich has proved by results that it leads all others:
By Students By Students
Trained On Trained On
Gregg Texts All Other Texts
First Places Won 6 3
Second Places Won 4 5
Third Places Won _5 _A
Total Places Won 15 12
Each year this "blue ribbon classic" among commercial contests reveals those contestants who
exemplify "the survival of the fittest." For four years in succession a majority of the winners have come
from schools using Gregg typing texts. This is not a coincidence or "happen-so." Year after year
Cjregg typing materials go on blazing the trail to higher and better accomplishments in typing instruction
and typing results. The GRE(]G TYPING series is published in five editions:
For High Schools
Gregg Typing, Techniques and Projects, Book I (first year) $1.20
Gregg Typing, Techniques and Projects, Book II (second year) 1.20
Gregg Typing, Techniques and Projects, Complete (two years) 1.50
For Private Schools and Colleges
Gregg Typing, Techniques and Projects, College Edition .'. 1.20
Gregg Typing, Techniques and Projects, Intensive Edition 1.00
Typiny tedchers are invited to send to our nearest office for a sample.
THE GREGG PUBLISHING COMPANY
New York Chicago San Francisco Boston Toronto London Sydney
/Acy
^t^ccca/(?9
Volume 42
COLTJMBUS, OHIO, SEPTEMBER, 1936
No. 1
OVEK FOUR DECADES
With this issue we begin our forty-
second volume. This will make forty-
two years during which time The
Educator staff and its host of able
contributors have devoted their ef-
forts and money in promoting pen
work and the interests of those en-
gaged in it. It has been a pleasant
work. Results have been very gratify-
ing. Professional pen work and en-
grossing in America has developed in-
to a substantial art. The quality of
handwriting has advanced in the pub-
lic schools in spite of many radical
methods and the occasional disinter-
ested and unqualified teacher.
Great strides have been made in
m.ethods. Out of the extremes of
vertical slant, wild muscular move-
ment, excessive movement drills, fin-
ger movement, etc., has evolved our
modern method of teaching handwrit-
ing. An effort is made to interest the
child and to train him so that he will
become a better and more useful citi-
zen. We no longer teach handwriting
as a disconnected, disinteresting, sub-
ject but correlate it with other school
subjects and activities. Many non-
essentials and much drudgery is omit-
ted today. An approximate amount
of drill is presented as the student
sees the need of it.
Some of the things advocated by
this magazine years ago were ridi-
culed. However, today these same
principals are incorporated in modern
teaching of handwriting. The Educa-
tor was one of the first to advocate
the use of the blackboard and the
use of large writing for primary pu-
pils. Practically all of the educators
today advocate large work for begin-
ners. Some years ago The Educator
lead the way in correlating hand-
writing with other subjects.
While much has been accomplished
there still is much to do. School au-
thorities should be urged to demand
better handwriting from all pupils
and teachers. Many teachers need to
be impressed with the importance of
the subject and trained in skill and
methods. Pupils need to be shown
the value of good handwriting.
Penmanship should be given a place
on the daily schedule until pupils learn
to write well. Hospital classes need
to be established in schools not con-
ducting daily classes in handwriting.
Yes, there is work for all, and The
Educator is moving forward with the
intention of doing its part towards
securing greater interest in all kinds
of pen work. We earnestly solicit
your cooperation. The more support
you give The Educator the greater
the results of this year's work. From
the expressions and support received
we are gratified to know that many
of the leading men and women in the
profession fully appreciate our efforts.
We hope The Educator will find its
way into more homes this year and
be of ever increasing service to the
members of our beloved profession.
HANDWRITING DEP.ARTMENT OF
THE N. J. ST. T. ASSN.
New President
At the last meeting of the Hand-
writing Department of the New Jer-
sey State Teachers' Association, Mar-
jorie Flaacke was selected president.
Miss Flaacke has served the depart-
ment very efficiently for the past
three or four years as Publicity
Chairman. She teaches handwriting
and geography in the State Normal
School, Newark, N. J.
Miss Flaacke received her hand-
writing training in the State Normal
School at Newark and the Newark
Institute of Arts and Sciences which
was then a branch of New York Un-
iversity. For a number of years she
has taught handwriting at the State
Normal School of Newark and also at
the State Normal School of Jersey
City. Since graduating from the
State Normal School she has contin-
ued her work and has received the
B. S. and M. A. degrees at New York
University.
Miss Flaacke is a very enthusiastic
teacher of handwriting and in select-
ing her the Handwriting Department
of the New Jersey Association has
secured a very able leader.
HANDWRITING CONTEST
The handwriting department of the
New Jersey State Teachers' Associa-
tion annually holds a handwriting
contest which has done much to stim-
ulate interest in handwriting in the
state of New Jersey. For a number of
years we have had the pleasure of
helping to judge the contest. There is
some very fine work submitted in this
contest. In fact, better work would
be hard to find in such large quanti-
ties. Following are the results of the
contest:
School System 6th G. 8th G. H.S. T.P.
Orange 108 177 119 404
Newark 78 82 32 192
Moorestown 62 39 0 101
Plainfield 0 84 84
Burlington 4 63 67
Irvington 30 30
Bayonne 0 0 25 25
Margate City 23 0 0 23
Red Bank 9 9 ig
Bridgeton 15 15
Maple Shade 13 13
Boonton 2 2
Gloucester 1 1
INCORRECT ENGLISH AND
ILLEGIBLE HANDWRITING ARE
COSTLY
Because of a grammatical error an
indictment against six executives in
a large corporation which crashed
with a loss of $30,000,000 was drop-
ped. The word "the" was used for
an "a".
Many times large losses occur be-
cause of the illegibility of handwrit-
ing. Some letters are very similarly
constructed making words very easily
misread. For instance, "on" and "an"
look alike when either the "o" or "a"
is carelessly made. Also "e's" look
like "i's" when made without daylight,
"n's" look like "u's" when the turns
and angles are not made distinct and
in the proper places. There are many
letters which if not made carefully
cause considerable trouble. We be-
lieve that teachers of handwriting can
render a very valuable service to
their students by making a study of
the possibilities of illegibilities in sim-
ilar letters.
THE EDUCATOR
Published monthly (except July and August)
By THE ZANER-BLOSER CO..
612 N. Park St., Columbus, O.
E. A. LUPFER Editor
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YEAR
)
THE EDUCATOR is the best medium
through which to reach business college pre
prictors and managers, commercial teachers and
students, and lovers of penmanship. Copy mi'st
reach our office by the 10th of the month for the
issue of the following month.
The Educator
Modern Hand\vriting
By E. A. Lupfer, Zanerian College, Columbus, Ohio
EVERYONE CAN
You can learn to write. You have in you the ability to master the technical skill and knowledge of letter
forms necessary to succeed in handwriting. To realize your goal you must have high ideals, aims and ambitions
and work intelligently. You yourself must determine the height to which you vvUl climb. Let's start for the
goal now.
IT IS IMPORTANT
Good handwriting is more important today than ever to the young man or woman who wishes to succeed in a
commercial position. Business and competition are demanding a higher quality of writing. Without a good hand-
writing it is more difficult to secure a good position. Therefore, if you wish to get a position improve your
handwriting.
This course is designed to develop a practical, serviceable handwriting. The important things concerning
form and movement will be pointed out. We shall aim to help not only those who wish to improve their handwriting
but offer aids to those who are teaching it.
A Few Thing.s to Remember
If you wish to get the most from this course you must have a desire to improve, a love for fine penmanship,
and always use good material.
Follow instructions carefully.
Spend an hour or two daily In practice if possible.
Try to concentrate and compare your work with the copies.
Always take a good position when practicing.
Always be careful in all of your writing.
MATERIALS
One cannot do good work without good tools. The Educator will be glad to help you in selecting good
materials. You should have a good grade of paper with smooth surface and ruled lines three-eighth of an inch
apart. Your ink should be of good quality and flow freely. Use a Zaner-Bloser finger fitting penholder and a
medium pointed pen. A good table properly lighted is necessary. Do not go to any extremes, and when in doubt
write us.
It is very Important that you write in the proper way. There is usually one general correct way to do all
skillful acts. While no two people write exactly the same, the general position which is recommended for all is as
follows:
Sit well back in the chair, leaning forward slightly from the hips. The body should not touch the desk.
Rest both arms on the desk evenly. The weight of the arms should rest on the muscles below the elbows. The
hand holding the penholder should be directly in front of the body. The wrist should point towards the shoulder.
Much of the weight of the body is supported by the other arm. It is important that you use a free hand. That is,
that the hand should glide over the paper freely and not go by jerks. If the hand is turned too much on the side
The Educator
cran^'ped writing is likely to result. Again it is not necessary to have the wrist perfectly flat. Let the weight of
the : and rest on the little fingers. Curve the hand in a natural position much as though you were grasping a small
ball. The fingers should be doubled under the hand to support the weight of the hand. The heel of the hand should
move freely over the paper. The holder should be held lightly between the first and second fingers and thumb. The
holder should cross about at the knuckle and should point somewhere between the shoulder and elbow. Always
keep the eye of the pen pointing towards the ceiling.
The amount of the skill which
you develop will depend upon
the kind and quantity of prac-
tice you do.
illustrates the position of the paper for
right handed writer.
left-handed writer
paper.
LEFT-H.\NDED POSITION
The position for the left-handed pupil is slightly different from the right-handed position in one respect, and
that is the way the paper is held. In the right-handed position the top of the paper points to the left. In the left-
handed position the top of the paper points to the right. It is very important to left-handed writers to get started
with the paper in the proper position. They should never be allowed to twist around and write with the hand
above the writing. This manner of writing is a handicap throughout life.
A very good illustration of the proper way to hold the pen, hand
the pen is held, and the slope of the wrist.
id fingers. Notice the graceful, easy i
10
The Educator
WRITE SPECIMENS
Each pupil is requested to write two specimens containing the capital and small letters and figures, also a
sentence as follows:
"This is a specimen of my handwriting at the beginning of the course in September."
Sign and date the specimen. Keep one for future comparison and send one to The Educator.
d -le a £^ (f^ ^^^^^ ^ t: ^^ y?i^
/ 2 ^ a^ C 7 s^<^ o
This alphabet is known as the standard alphabet and is used in most public schools today. While there are
other good styles of letters you will make no mistake by adopting these letter forms.
MOVEMENT
In the position described above roll the arm in an oval direction, resting the weight of the arm on the muscles
and the weight of the hand on the little fingers. Circle around freely with a dry pen — feeling, in other words, the
movement .which is used in making capital letters such as the O. Do not let the pen touch the paper at first. After
the position is understood and you are able to roll the arm freely, take ink and roll the arm around making two
space oval exercise, etc. This is given mainly to make it clear to beginners the free movement used in writing. In
this type of exercises the thumb and fingers should not work to any great extent. If the thumb joint works exces-
sively you are bound to get flat places in your writing. Swing the strokes free enough so that no wabbles appear,
and keep the down strokes as light as the up strokes. After you have mastered your position and movement you
will be ready to start actual writing in a free, easy manner.
Roll the arm freely on the muscles below the elbow. First go through the motion with the pen in the air,
then let the pen touch the paper. See that the pressure is light on the down strokes and that the movement is free.
A good speed is to make about two hundred revolutions in a minute. Do not use excessive finger or thumb action.
Pull down on the downward strokes with a regular motion. Study the position of your paper.
The Educator
11
Try the oval in a reverse motion, letting the pen travel in the same direction as the hands of a clock. Some
good brisk exercises at this stage cannot help but develop a light touch, free motion, and skill. Formal drill is very
commendable when properly used. It should be used as a means and not as an end. The exercises are of no par-
ticular value if they do not help you to develop better handwriting. Think as you practice.
Be sure that you understand position and that you assume a good writing posture. Study the illustration and
ask questions.
Reduce the exercises to one space in height making them direct, indirect, and straight line movements. Do
not waste space in making exercises without thought. See if your exercises are properly shaped, properly spaced,
and are free and skillful.
In making a letter there is frequently a change in the direction of movement from oval to straight line or
reverse. This exercise is given to assist the pupil in making these changes.
This exercise will help to develop freedom and fluency to the right. Let the little finger and hand slide.
12
The Educator
Retrace the ovals six times, working for neatness and freedom. Study the slant and make both sides of the
ovals equal in roundness.
In this exercise we finish the oval the same as the O. Go around six times finishing with a loop upward.
In order to receive the most benefit from the movement exercises you should combine them with letters.
Make the retraced oval, being sure to keep on the track and see that the oval is two-thirds as wide as high. Make
the O as freely as the exercise.
(rcycy{y(y
This plate is self-explanatory. Take each point illustrated and master it. Practice on each word repeating
the word over and over many times — each time trying to improve the execution.
The small o is very similar in form to the capital O except that it is only one-third as tall. Make the o with
a quick revolving motion rolling on the little fingers.
iT-y^i^ c^-i-^iy (^-^-Z-/
Study the similarity between the c, a, and o. Be sure that you finish the o up at the headline, while the a
comes down to the base line then swings up. Are your a's and o's distinct ? Repeat the words over and over until
you have established a uniform free movement.
i
The Educator
13
unKE:KKK:K..
.(S.^..(2.e...C^..(i..(i_i2..(2,^.e,.(2..^_.(^-.(2._.^..
The C is based on the oval. The first exercise will show the similarity. Master this exercise The second ex-
ercise shows the similarity of the loop to a small oval. Retrace the small loop six times, then swing into the body of
the C. End the same as the small letter i.
Make page after page of C. First try them a full space high to estabhsh uniform size, then reduce the siz"
so that the letters occupy three-fourth of the space between two blue lines. We suggest that you write words like
Columbus, Cincinnati, College, Charles, etc.
d:jf:s..(f^...&£.(3^.(3_^^^^^^
The E is similar to the C. However, it has a loop in the back. It begins and ends similar to the C. Practice
the different exercises.
Study the dotted lines. If your name begins with E practice it.
jo^ /yM^jCTjy^ jCt
^e.
The D finishes the same as the O. The D is much the same as the O with the exception of the loop in the base
line. It should stand upright to give it strength and firmness. Have the "toe and heel" of the D touch the base
line. See how well you can write the words and names.
14
The Educator
/Jl3'/6<i>/^f0 /^3¥6^^FfO /^j'/^^//^^ /JLjys^/^fo /A3y^
Rae Ellen Fose is a student of Mr. Oman in Russell, Kan
Graceful business writing by a student in the Rider College, Trenton, N. J. For many years Rider College has bei
outstanding for its fine handwriting. Mr. H. W. West is the head of the penmanship work.
by Oiarles A. Axelscn, who has been a student of the secretarial department of Heald College,
lo is directly responsible for coaching this young man is T. B. Bridges, who is one of the
rs in the school. Mr. Axelsen is to be complimented on the excellent progress he has made in such a short lime,
high hopes of seeing this young man at the top of the penmanship ladder. ^
The Educator
15
Bljikho.ird «rilinp hv H. V. Moor
Mr. H. E. Moore of The Taylor
School, Philadelphia, Pa., is an expert
blackboard writer. He recently photo-
graphed one of his lessons and sent it
to us. We asked Mr. Moore to give
us a few points regarding this lesson
to which he replied as follows:
"We have a 45 minute period for
penmanship every day, so I give the
students a "warming up" drill in a
movement exercise as near as I can
to the work planned for that day. In
this lesson, the capital L. I have the
class practice the push and pull move-
ment two spaces high for 20 counts
and alternate with the figure 8 exer-
cise, same height, for 10 counts,
keeping the figure 8 exercise quite
narrow and starting it with an
up curved stroke from the middle
of the space. Practice this exercise
for 10 minutes. Then the second fig-
ure 8 exercise made horizontal and
four of them across the page, will
make them about the proper length
for a good swing in developing the
finishing stroke of the L. About 12
of these individual figure 8 exercises is
all time will allow for. Then I ex-
plain the similarity in the upright fig-
ure 8 exercise and the down stroke of
the capital L and with that we start
making the upright figure 8 exercise
again as in the warming up exercise,
except I have the class end it with the
same kind of finishing stroke as is
used on the capital L. I count for
them on each exercise they make,
counting 1, 2, 3, 4, 5, 6, 7, 8, and finish
with the count of nine.
If time will allow, I devote from 8
to 10 minutes to this exercise. Then
I have them practice the capital L for
four lines on their paper, using the
little oval exercise to start it, and
after that let them work on the plain
capital for the half of the remain-
ing time of that period. The other re-
maining time I have them practice
the word Lanning. I move about the
class constantly during the period,
giving personal instruction and set-
ting copies for all the students that
I can possibly get around to for the
duration of the period. For those that
I cannot get copies set for that day,
I make it a point to get around to
them the next day and when it is
possible I pick out those papers and
mark them in red ink and pass them
back for their inspection."
Gems from Penmen of Other Countries
'"/,.>
Y.
^^.
>//^
%^^^^i^;i^^&i!^m!
Signatures and cards written by Ramirez Hermanos, Manila, P.
We congratulate Mr. Hermanos on his skill in handling the pen
16
First Grade Activity
Our Grocery Store
(Its application to Handwriting)
By Florence Burke — Teacher, Madison Avenue School, Atlantic City, N. J.
Miss Olive A. Mellon, Supervisor
I. Introduction
The children had completed a large unit on Homes,
and through the above interest, they began to talk about
Stores. The Grocery Store being familiar to all of them
and since there was a possibility of getting available
materials, they set to
work making the col-
lection.
Counters, shelves
(orange crates and
tables), empty jars,
cartons, a telephone,
toy money, a cash
register, pencils, pads,
etc., were collected
and arranged to their
satisfaction, so they
were off to a jolly ad-
venture.
They began by
waiting on customers,
taking orders on the
phone or going about
the room with pad
and pencil, making
change and using the
cash register.
About this time the
figures were to be
taught, and some dif-
ficult letters and let-
ter combinations
needed reviewing. The
opportunity was
taken to teach them
informally, that is, by
posting names and
prices of food on the
blackboard and hav-
ing posters and labels
made to advertise
eggs, butter, etc., also
by varying prices and
grocery signs ( after a
discussion o f what
mother paid). It was -j^^ ^^^^. ^ ;, ,
an honor for a child's
sign to be used and the difficulties were soon easily
overcome.
Now, for a way to preserve and share their ad-
venture. The bulletin board was one source but a better
way was the book. Thus, Our Grocery Store, was the
result.
II. Subject Matter
A. AIMS:
1. General
a. To teach penmanship in connection with
"Our Grocery Store" activity.
b. To stimulate and increase the child's in-
terest in what is to be taught.
c. To encourage cooperation in view of de-
veloping desirable group members.
2. Specific
npleted.
a. To teach correct formation of figures
1 to 10.
b. To introduce
new letter combina-
tions which appear in
the unit of work.
c. To teach new let-
ter forms.
d. To introduce
short sentences.
e. To cultivate a de-
sire for neatness and
pride.
f. To establish
proper habits of posi-
tion.
g. To record best
efforts in "Our Gro-
cery Store" book.
B. TO BE TAUGHT:
1. Old Knowledge
a. Many letter
forms and words
which were intro-
duced in former activ-
ities.
b. Familiarity with
equipment.
c. Arrangement of
writing on paper.
2. New Knowledge
a. Proper formation
of figures.
b. Certain difficult
letter combinations.
c. Introduction of sentence writing, labels,
notices, signs, etc.
d. The construction of the book used to
record best efforts.
C. Types of Activities and their various drill units.
1. Names of Groceries — Word Drill — ham,
eggs, milk, lettuce, apples, bacon, butter.
2. Price tags — Figures —
butter - - - 35c bacon - - - 26c
sugar - - - 8c bread - - - 10c
The Educator
17
Money — Denominations showing
word and number
cent -
- 1
nickel - -
- 5 cents
dime - -
10 cents
quarter - -
25 cents
4. Signs — sales, announcements.
Examples: Store Closed, Room
6, Our Grocery Store, Goodbye.
5. Sentences —
Come to see us.
Buy at our store.
We sell ham and eggs.
The bread is 10c.
The milk is 14c.
The lettuce is 9c.
The eggs are 32c.
6. Introduction of capital letters
through word need.
Capital Letters — Came, We,
Room, Our, Store, The, It, Buy.
Atlantic City Public Schools
under the supervision of Miss
Olive Mellon, have attracted
nation wide attention for their
outstanding work in handwrit-
ing. They have worked out
many similar worth-while ac-
tivities.
III.
Materials
blackboard
scissors
pencil
boxes
paper
cartons
crayons
money
The Book
bags
IV. Outcomes
Children learned —
1. To write figures.
2. To write and recognize many
new words.
3. To make eight new capital let-
ters.
4. To arrange sentences on paper.
5. The construction of the book.
6. The arrangement of contents.
7. The difference between good and
poor writing.
8. A sense of pride.
9. To work with a group.
10. To know money values.
topic 1
vas more freezing on the beach at Atlantic City than ordinarily. Thousands
the City. It was natural 'for the pupils to write about gulls.
Sea gulls
id specimen
The above specimens are from a penmanship project on "Sea Gulls". The first specimen was written by a first grade pupil. The set
(upper right) is a description by a second grade pupil of feeding the gulls during the deep snow and ice. Naturally when airplanes were u
feetl, and restaurants carried garbage out for the gulls, and since the gulls came by thousands to their door steps, the pupils became greatly
writing about them. The lower right hand specimen was written by a third grade pupil describing the interesting manner in which the gulls break cl.
No. 4 (lower left) is an original poem on gulls composed by Florence Berkowitz and written by Bernard Josephs.
This and many other penmanship projects
carried on under the supervision of Miss Mello
Ornamental Penmanship
Script by the late A. M. Wonnell
The Educator
19
;<^^«v<r-^^;'
These cards were flourished by M. B. Moore. They were loaned to us by C. W. Jones, Brockton, Mass.
47 YEARS SERVICE
John F. Siple, the handwriting ex-
pert of Bellevue, Kentucky, (Sub-
urb of Cincinnati) is doing a very
thriving business in the Questioned
Handwriting field. He completed
normal school training in 1889 and
since that time he has followed pen-
manship, teaching in Cincinnati and
Philadelphia. As early as 1892 he
gave expert testimony in handwriting
cases. Mr. Siple writes a very beauti-
ful hand and is deeply interested in all
phases of pen work.
J. R. Pullen, clerk of Logan County
Schools, Logan, W. Va., favored us
with some very skillfully written sig-
natures. Evidently Mr. Pullen finds
good handwriting a valuable asset in
his work.
A beautiful original flourish has
been received from Shigeo Asao, No.
10 Itchome Kitashimmachi, Higash-
iku, Osaka, Japan.
Miss Mabel Vogan of Mannington,
West Virginia, will teach Business
Training in the Elyria High School
this year.
Miss Vogan is a Zanerian and an
excellent penmanship teacher. The
Elyria High School is fortunate in se-
curing the services of Miss Vogan.
SCHOOL PENS
Universally recognized
as the most perfect pens
made.
They never fail to give
entire satisfaction.
^ — '' Send 10c for a sample
No. 4x card including the two ^0.
styles illustrated.
ALFRED FIELD & CO., INC.
93 Chambers Street New York, r
A NEW SUBSCRIPTION
or a Renewal Subscription to The Educator for $1.25 with the following books
given free as a premium.
Madarasz Artistic Gems $1.00
75 Lessons in Business Writing 30
Alphabets of Lettering 30
Lessons in Engrossing Script 30
95 Lessons in Ornamental Writing 50
Madarasz' Large Engrossing Script 30
Total Retail Value of the books _ 2.70
224 Main Street C. W. JONES Brockton, Mass.
Write today!
T. M. TEVIS
Box 2.5-C, Chillicothe. Mo
CARD WRITING SPECIALIST
1 Uo!. High-class Cards J .35
Set of Ornate Capitals 50
Penmanship Courses Penmanship Supplies
(No Specimens Exchanged)
J. R. McAllister
"The 20th Century Penman"
STRUTHERS, OHIO
THE AMERICAN PENMAN
America's Handwriting Magazine
Established 1884
Subscripti<
2.25: ■
, $1.25 a year; two year!
$3.00. Contains depan
■iting, students' specimen;
of bu
ornate penmanship.
Writers Club, etc. Timely articles on the
teaching of handwriting by leading authorities.
Ask about the American Penman Certificate
of Proficiency.
Send I5c for sample copy.
The American Penman
55 Fifth Avenue New 'Vork, N. V.
20
The Educator
Sound Advice
E2£
HERE IS >V-
.POSITION FOR YOU
By Prof. J. B. Connatser
Prin. of Sevierville Business College, Sevierville, Tenn.
PREPARE YOURSELF AT HOME
This is an age for recognition of
business ability. The public now de-
mands that a good business man or
woman be chosen to fill the important
places of trust and responsibility, and
naturally so, for we live in the great-
est business nation in the world today.
Vast fortunes are in evidence on every
hand and most of them have been
made in business.
Business is attracting the best
brains of the universe. The famous
Woolworth building in New York is a
monument to Frank W. Woolworth
and the ten cent store business. The
Wrigley building in Chicago is a mon-
ument to Wrigley and the chewing
gum business. Likewise every large
building, every factory, every bank,
every insurance company, every busi-
ness enterprise from the largest man-
ufacturing concern to the corner gro-
cery store, is a monument to the pro-
fession of business. Our great inven-
tions have been put into practical use
by business brains which have turned
the inventor's dream into a reality.
Large corporations throughout the
country are constantly on the lookout
for competent young men and women
to fill important executive positions.
Staggering salaries are often paid in
order to get a man or woman big
enough to fill the position. Andrew
Carnegie once said, "Capital is look-
ing everywhere for the right man to
direct it, and the men who control
capital will pay well for such a man
when found. I can recommend a busi-
ness career as one in which there is
abundant room for the exercise of a
man's highest power, and of every
good quality in human nature. The
demand for men of brains and capac-
ity in business is far beyond the sup-
ply-"
While without question, opportuni-
ties in business today are greater, yet
more exacting, than ever before. "The
problem that confronts most young
men and women, however, is how to
get a start in the business world.
Many of them are not willing to pay
the price of success, which is hard
work, study, and the sacrifice of
pleasure until they have sufficient
training and experience to earn pro-
motion.
A careful study of the lives of our
great business executives reveals the
fact that nearly all of them started
their careers in minor executive posi-
tions, majiy of them as bookkeepers,
stenographers, and office assistants.
Hugh Chalmers began as an office
boy. Julius Rosenwald made his start
toward millions and rose to be Presi-
dent of Sears, Roebuck & Co., from a
minor position in the office. Frank A.
Vanderlip started as a stenographer.
Herbert Hoover started as a typist in
the office of a mining engineer.
Charles E. Hughes worked his way
up from the position of law steno-
grapher and court reporter. James
J. Davis took a business course to fit
him to hold his job as city clerk in a
small town in Indiana. It was by the
means of Shorthand that Judge K. M.
Landis obtained his knowledge of law.
The same thing is true of business
and professional men and women
everywhere. Business training gave
them the proper start and enabled
them to secure positions where they
came in close contact with the leaders
and dictators of great enterprises.
iship by W. A. Bode of Harrisville, Pa.
Why B
Tnr
e? Thou-
'"J. w,r
oTc';'i
Ihrough HILLS Training and Ertiploynr
enl Ser.
lelln wilh
HILL'S BUSINESS UNIVERSITY
|The McGhee Studio]
Makers and Designers of I
FINE DIPLOMAS j
I
I Estimates furnished i
I
143 East State Street |
Trenton, N. J. i
Send $1 (currency) with your signature written your
way and I will send 20 cards, 10 embellished in gold —
all dilferent combinations, including your metliod, to-
P. 0. Box 1028
WILL REPRESENT HIGGINS ON
THE PACIFIC COAST
James H. Montgomery of Los An-
geles, former sales manager and buyer
of the stationery division of the Los
Angeles News Company, has been ap-
pointed representative of Chas. M.
Higgins & Co., Inc., makers of Hig-
gins' drawing and writing inks and
adhesives, for the Pacific Coast and
Mountain States territory. Mr. Mont-
gomery began his work for Higgins in
August.
^(fTrrltl'fralesr
Catalog a
Ask about
t;inal spccii
id Samples on Request
our Booklet Diplomas—
lens of Brush and Penwork
HOWARD & BROWN
ROCKLAND, MAINE
The Educator
21
Practical Engrossing
By
E. H. MeGhee, McGhee Studio,
143 E. State Street, Trenton, N.J.
No. 10
This style of Text Lettering is used extensively today by engrossers especially for the body of resolutions.
It is a style which can be made very legible. It is also very speedy and not quite as exacting as the Old English.
However, the more exact you work these letters out the finer your lettering will be. Form your own theory
where strokes begin and end, etc. Study the location of the various little points and spurs. Study the balance of
letters. Box them up and study them in any way you possibly can to improve your knowledge of form. Memorize
them so that you have a good mental picture of each letter when you do not have a copy in front of you.
Commcrctat Ccttcrin
15
abcdefg(ihi]Rfmnopqrstuv\9xw
y(n casif)) read stvle of lettering for
using in tne body 0] Resolutions, etc.
Recfutres ^voxy fitt[e retoucfilng
INDIANA BUSINESS COLLEGE
An interesting catalog has been re-
ceived from the Indiana Business Col-
lege, Marion, Indiana. In the catalog
are a large number of photographs of
young men and women who are now
in positions. It certainly has a very
strong appeal for it shows what others
have done by preparing in commercial
work.
Chancy Taylor, a student of R. C.
Haynes, Bliss College, Lewiston,
Maine, was recently awarded the Or-
namental Penmanship Certificate for
his skillful work in ornamental pen-
manship. This young man has more
than average ability in penmanship
and has been devoting considerable
time to fancy writing.
FROM AUSTRALIA
D. P. Foley, Torwood, 19 The
Avenue. Strathfield, N. S. W. Aus-
tralia, in renewing his subscription to
The Educator includes some of his
skillful work in ornamental writing,
copper plate script, card writing and
card carving. It is always a pleasure
to see the specimens from our sub-
scribers in other lands.
22
The Educator
BEAUTIFULLY ADDRESSED ENVELOPES
Examiner of Questioned Documents
Detroit, Michigan
The Educator
DESIGNING AND
ENGROSSING
By E. L. BROWN
Rockland, Maine
Water-color tinting.
The early engrossers in this coun-
try did not use brush and color to
any great extent. Their work was all
made with a pen, so to speak, on
white paper or sheepskin. India ink
was diluted with water to obtain gray
delicate effects. These methods were
used by A. R. Dunton, whose skill in
producing softness and delicacy in
tone values was unexcelled. W. E.
Dennis was one of Dunton's pupils and
his work equalled that of his teacher
in point of execution and general ef-
fect. However, this style required
much time and patience and would be
impracticable in this day and age of
commercialized art, when time means
money to an engrosser.
Brush and color tinting is a means
of obtaining quick delicate effects, and
the exercises given in this connection
show several tinted spaces, both light
and dark in tone.
Outfit: Saucers for mixing color if
you do not own a color box, two sable
brushes, numbers 6 and 8, a pan of
lamp black, and one of vermilion or
blue. Fine effects are obtained by
mixing the lamp black with these col-
ors to produce a bluish gray or a red-
dish gray. A few dabs of red added
to lamp black will produce a brownish
tone.
The knack of color handling can
only be acquired by practice, and here
are a few points to be observed: —
Transparency in tone values; a free
brush, in other words, a brush well
filled with color, always, move puddle
of color along with brush over a sur-
face slightly moistened; a "dry brush"
will produce muddy effects; water
color is a difficult medium to handle,
but practice and experience will over-
come obstacles in the way of direct
handling to produce transparent tone
values. Next month a practical ap-
plication of brush tinting will consti-
tute the lesson.
Please bear in mind that we are
ever willing to help you in your work,
and our criticisms and suggestions
will be freely given, to all who send
postage for return of specimens.
EDWARD G. MILLS
Script Specialists for Engraving Purposes
. O. Drawer 982 Rochester, N. Y.
The finest script obtainable for model illus-
oltkceping texts, bi
espondence, aritfim
i, etc. By appointi
, forms
and fo
24
The Educator
olution of considerable
uted by P. W. Costello in 1895
The Educator
25
BOOK REVIEWS
Our readers are interested in books of merit,
but especially in books of interest and value to
commercial teachers including books of special
educational value and books on business subjects.
All such books will be briefly reviewed in these
columns, the object being to give sufficient de-
scription of each to enable our readers to de-
termine its value.
legal principles in terms of his own needl. The
problems and the projects have been presented in
lifelike situations. They will closely approximate
similar situations which the student will confront
Present Day Banking, published by
BANKING, Journal of the American
Bankers Association, New York, N.
Y. Cloth cover, 511 pages.
This volume presents in practical working form
what IS. we think we may fairly say. the very
latest and best banking thought on both the cur.
rent and long-distance problems confronting the
banking business. This statement is based on a
consideration of the way in which the text was
created.
When the present administration of the American
Bankers Association came into office at the annual
convention held in New Orleans in November.
1935. it was felt that there was a very definite
threefold task and opportunity before us. One
phase of their task was to make sure that there
should come to prevail throughout the banking pro-
fession full information and understanding regard-
ing new banking laws and regulations, and the
problems resulting from them, which had come so
rapidly into operation. A second was to foster
through the interchange of advice and experience
among bankers, as widely as possible ways and
means for improving customer and public relations,
which had been inevitably impaired by the events
of the depression. Thirdly, it was felt that there
was need to enlist bankers in an organised effort
to study ways and to take steps, wherever they
could soundly do so, to promote the return to
chartered banking institutions of many financial
functions which were still being performed by the
As a means for exploring these questions and
bringing about appropriate measures to meet them,
it was decided to hold in various parts of the
United States a series of regional conferences on
banking service. The first was held in Philadelphia.
Pennsylvania, January 23-24. The second was held
in Memphis, Tennessee. March 26-27. The third
was held in Chicago, Illinois, April 2-3. At each
conference there was a number of general sessions
at which especially qualified speakers in the banking
field were asked to present addresses on subjects of
general application to the business of banking. In
addition, at each conference there was a series of
departmental forums at which specialists were in-
vited to present papers on a number of specific and
technical subjects. In all meetings free and open
discussions and debate were invited and stimulated.
These three conferences were attended by over
4.000 bankers who gave constant and earnest at-
tention at the day-long and late night sessions which
made up the meetings, and it can be said without
reservation that no profession ever had the op-
portunity to listen to more thoughtfully prepared
or more practically helpful papers dealing with its
operations, functions and duties than were those
presented at these three conferences.
For the purpose of making this material avail-
able to all members of the hanking profession, the
American Bankers Association has undertaken the
task of reproducing these proceedings in this vol-
ume. It is provided with a complete table of
contents and cross-reference index, to serve as
guides for the use of this volume as a practical
working document in connection with the policies
of operation and management of any bank.
Workbook for Business-Economic
Problems, by H. G. Shields and W.
Harmon Wilson. Published by the
South-Western Publishing Company,
Cincinnati, Ohio. Paper cover, 174
pages.
This workbook is designed to be correlated with
the subject matter presented in BUSINESS-ECO-
NOMIC PROBLEMS. The workbook is recom-
mended to provide more efficient instruction and
more practical applications of business and eco-
nomic principles. Many problems and projects
are included that could not be satisfactorily in-
cluded in the textbook.
The purpose of the workbook is to enable the
student to apply certain business.
like situations. They will closely approximate
lilar situations which the student will confront
some time in his own life. Some of the prob-
is dwelling upon economic principles serve to
cause the student to analyze and to interpret cer-
tain economic principles and problems of which he
might otherwise not be aware.
The workbook provides a sufficient amount of
stationery for completing all the problems and the
projects. Sheets are perforated to permit their be-
ing torn out and submitted to the teacher.
2. The Unified School Syste
3. Methods of Teaching.
Co-education.
Streamline Your Mind, by James L.
Mursell, Ph.D., Teachers College, Co-
lumbia University. Published by J.
B. Lippincott Company, Philadelphia,
Pa. Cloth cover, 254 pages.
The successful man is the man who learns suc-
cessfully. To "streamline your mind," Mr. Mur-
sell points out, is to learn how to learn. The en-
gineer of today, by eliminating resistance of wind
and water through streamlining, has made a ton of
tricity carry us faster and further than ever before.
Mr. Mursell maintains that by eliminating excess
mental trappings we can streamline our minds and
so get the greatest possible efficiency from our
natural equipment. He places particular emphasis
on the importance of the will to learn — not the
wish to learn, which is diffuse and general, but the
will to learn which is concentrated and specific. He
speaks of learning as "a process of transformation,"
and improvement, considered in the truest and most
accurate sense, as "a creative process." He offers
a new challenge and a new answer to each one of
us. With specific suggestions he points the way
toward happier and more profitable living. Well
qualified to undertake this delicate job of helping
others to evaluate their potentialities and use them
to the best advantage, James Mursell has made, in
this book, a great contribution. Written simply,
it is yet challenging, stimulating both to the imagi-
nation and to the intellect.
Experimental Pedagogy With Par-
t i c u 1 a r Reference to Education
Through Activity, by W. A. Lay,
Ph.D., translated by Adolf Weil, M.A.,
and Emanuel K. Schwartz, B.S.S.,
M.S., with an introduction by Paul
Rankov Radosavljevich, Ph.D., Pd.D.,
Professor of Experimental Education,
New York University. Published by
Prentice-Hall, Inc., New York. Cloth
cover, 371 pages.
The Table of Contents of this book is as follows:
PREFACE TO THE FIRST THREE EDITIONS
TRANSLATORS' NOTE
INTRODUCTION BY DR. PAUL RANKOV
RADOSAVLJEVICH
1. INTRODUCTORY STATEMENTS.
2. DOCTOR LAY'S SUMMARY OF THE
EDUCATION OF A NATION BASED ON A
NEW SCIENCE OF EDUCATION.
3. THE BASIC PEDAGOGICAL PRINCIPLE
OF THE TATSCHULE OR LEBENSGEMEIN-
SCHAFTSSCHULE.
4. LAY'S IDEA OF EDUCATIONAL RE-
SEARCH.
5. ILLU.STRATIONS OF LAY'S DIDACTIC
EXPERIMENTATION.
6. CONCLUDING REMARKS.
BIBLIOGRAPHY.
EXPERIMENTAL PEDAGOGY, by Dr. W.
A. Lay.
A. THE NATURE AND SIGNIFICANCE OF
EXPERIMENTAL PEDAGOGY.
1. An Introduction to the Development of Ex-
perimental Pedagogy.
2. Methods of Research and the Nature of Ex-
perimental Pedagogy.
3. The Nature and the Problems of Education
in the Light of Experimental Pedagogy as
Universal Pedagogy.
B. RESEARCH IN THE FIELD OF GENERAL
PEDAGOGY.
1. Individual Pedagogy.
2. Natural Pedagogy.
3. Social Pedagogy.
C. INVESTIGATIONS IN THE FIELD OF
DIDACTICS.
1. The Organic Curriculum.
D. RETROSPECT AND OUTLOOK
INDEX.
Bookkeepers' Handy Guide, by the
Ronald Press Company, New York,
N. Y. Cloth cover, 565 pages.
In the preparation of this volume the aim has been
to give definite, factual information on bookkeeping
practices and procedures in a form to make it
quickly available to all who are confronted with
specific problems in practical bookkeeping. It is the
-mphasis on this service aspect of the book — that
of giving quick answers to the specific questions
that are likely to arise in the practical bookkeep-
er s daily work— which has motivated all who have
collaborated in planning and writing this volume.
It is this emphasis which in many respects gives
the volume a distinctive character. In organiza-
tion, in arrangement, in scope and style of pre-
sentation the volume differs quite radically from the
usual works on bookkeeping intended principally for
Every effort has been made to place before the
reader information that is accurate and up-to-date,
having to do with approved practice. The -informa-
tion is presented in short, self-contained items.
Each item treats a specific problem of bookkeeping,
or a subject closely allied to bookkeeping and or-
dinarily falling within the scope of the bookkeep-
cr s work. Where several alternative procedures
arc in use, these are explained. It has been realized
that in bookkeeping some of the seemingly innocent
and unimportant practical details are often the
cause of much annoyance and embarrassment if not
properly attended to at the outset. Accordingly
in preparing this work pains have been taken not
to slight such details but to give them the attention
which their real practical importance deserves It
has also been the aim to make the explanations full
and comprehensive and yet to give them in the
briefest possible compass so as
reader's time.
SPECIMENS
The following Japanese penmen de-
sire to exchange signatures or speci-
mens with other penmen:
T. Hashimoto
415 Tazuta-mura
Kume-gun, Okayama
T. Koike
Matsuida, Usuhigun
Gummaken
H. Moriyoshi
No. 24, Showamachi
Sumiyoshiku, Osaka
Y. Kuroda
No. 1 Ebisucho, Naniwa-ku
Osaka-city
J. Onish
Shitsumi-mura
Punai-gun, Kyoto
H. Shima
No. 11 Tamayacho
Minamiku, Osaka
M. Shinada
Yokomachi-Niizu
Niigata-ken
T. Yasuda
Nakai % Karahashi
Rashomoncho, Shimokyo-ku
Kyoto-city
T. Yoshida
Shimonogo, Haruhimura,
Nishikasugai-gun
Aichl-ken
ilk-
tal. 20c doi„ in script, 25c. Leath
Resolutions. $5.00. including nam.
stamped in gold, and paper, $6.00
MAKE MORE MONEY
in Importing Business, unlimited field. Only small
capital to start. Complete and authentic information
available for fir.^t time. Write now for particulars.
R.K.G. BUSINESS RESEARCH BUREAU
Dept. 751 Ellwood City, Pa.
26
The Educator
Lessons in Modern Engrosser's Script
Prepared iii the office of The Educator
This style of writing is one of the oldest styles in general use. It attained a very high degree of perfection
in Europe several hundred years ago. With the exception of a very few letter forms it has been changed very little.
Like the Roman Alphabet it is exceedingly difficult to make any appreciable improvement upon it. It is one of the
most beautiful styles of writing ever created and because of its beauty it will, no doubt, continue to hold a prom-
inent place in the engrossing field. It can be used appropriately for almost all occasions.
It will pay you financially to master this practical style of writing. It will help you to appreciate other
styles of writing and will also help to improve your technique in business writing. Teachers can use it to ad-
vantage in inspiring their pupils or in earning money as a side line.
It is a comparatively easy style to master, but requires careful study and intelligent practice.
Use Zanerian 5 lb. Paper, Arnold's Japan Ink. Fine Writer and Gillott's No. 303 Pens, and a Zanerian Ob-
lique Penholder.
In order to get a clear conception of the letter forms, practice on % inch ruled paper extending your letters
between the two blue lines. Practice the individual exercises and letters a full space until you can make them
well, then reduce them in size. Rule head lines. See that the pen point slants in the same direction as the shaded
down strokes. The shaded down strokes should slant toward the center of the body. Get plenty of slant, watch
your spacing and regularity of pen pressure. Study the work in detail getting the turns evenly rounded and the
ends cut off straight.
\:aM//yy /A/rnm /y///^///y
'mjyr/jyry/jyyrr/y y///77.
NOTICE!
Student
nrdcrs for
crs. Nam
man. Sa
Print nair
can make a handsome proiit taking
superb assortment 21 Christmas fold-
e beautifully inscribed by expert pen-
mple box with sales plans; $1.25.
e plainly.
G. N. Harer
218 Stone
Avenue Clatks Summit, Pa.
:iplinarian and solicitor. Write Mri
E. Kuhl. Box 468, Douehlas. Ga,
ipcns Sept. 8th. State least salary.
Tiansh.p
ood dis
Maggii
Schoo
SAMUEL J
MARGOLIS
Engrosser
and Penn
ait
595 East lG7th S
reet, Bron
, N.
Y.
Tcs
ing
pri
lou
timonials, Resolutio
and also Diplomas
es. Contracts also
rates. Envelopes
ns. Charter
engrossed
taken for
addressed
. Card
engross
Writ-
onable
;"/n,:i
sty
The Educator
27
D. Francis Harrigan, Jr., Prcs. N. A. P. T. S.
AFTER 43 YEARS
In 1893 a young man entered the
Zanerian to take up pen work. To-
day that young man is 74 years of
age and writes that he is planning to
send a batch of his work to The Edu-
cator. He also states that his inter-
ests in pen work increase more and
more and that he always looks eagerly
forward to the arrival of The Edu-
cator. This young man is S. J. Shaw,
of 1332 Locust St., Long Beach, Calif.
There is something about penman-
ship which sticks to many of those
who give it much time and thought.
It is an art worthy of the efforts of
any one. In too many instances pen-
manship is not given the prominent
place in the educational field which it
deserves. If you wish to be thrilled
and to have an accomplishment which
will stick by you through your entire
life study penmanship.
ROANOKE NATIONAL BUSINESS
COLLEGE CATALOG
This year marked the fiftieth an-
niversary of the Roanoke National
Business College which has been a
pioneer and leader in the field of com-
mercial education. The catalog is full
of attractive illustrations, schoolroom
scenes and various groups of students.
E. M. Coulter is the President and M.
A. Smythe is Vice-President and Gen-
eral Manager.
Good penmanship is one of the es-
sential subjects taught in the school.
Both Mr. Coulter and Mr. Smythe are
nationally known penmen and they
consider penmanship a very valuable
asset for young men and women going
out into business.
A very beautiful ornamental letter
and a set of capitals have been re-
ceived from Mr. M. Masuda, Muroran
Middle School, Muroran, Hokkaido,
Japan.
These skillful signatun
were made by C. C. Steed, pen
Kentucky, Business University.
Mr. Burton .\. O'Mealy, Instructor
in the High School of Commerce,
Portland, Oregon, in an article on pen-
manship in the Oregon Education
Journal, strongly advocates the repe-
tition in columns of words of the
same length and with the same begin-
ning or ending letter combinations
such as —
halls — calls — pulls — gulls — walls
Mr. O'Mealy lays much stress upon
arranging material on the page to
produce an attractive appearance. It
is rather difficult to acquire skill with-
out repetition of effort. It is neces-
sary to write words and letters over
and over many times.
28
The Educator
^ choosing the ri^ht path, see that
Jit is one v/hichis honorable to thy-
lelf and ^A^ithout offence to others.
le as scrupulous about the lightest
comniand as about the ^A/^eightiest, for na
man knov^eth the result of his actions.
Weigh the present temporal disad-v^anta-
^es of a dutiful course against the reward
of the future, and the present desirable
fruits of a sinful deed against the injury
to thine immortal soul. In general, consid-
er three things and thou w^ill never fall in-
to sin; remember that there is above thee
an all- seeing eye, an all-hearing ear and
a record of all thine actions.
Mishna A Tract Aboth-Talrmad
This simple, striking lettering was made by Charlton V. Howe, 2312 Girard Trust Bldg., Philadelphia, Pa. Mr. Howe specialized on small, fine
work, but this gives one a glimpse of his bold, commercial lettering. Mr. Howe is a very skillful all-round penman and engrosser.
Engrossers' Supplies
Album Covers. Diplomas and Certificates, Sil-
ver. Aluminum and Gold Tablets for Illuminat-
ing, Genuine Sheepskin (Parchment), Genuine
Calfskin (Vellum).
Books on Illuminating and Engrossing Bought
,ind Sold.
Send for Price List and Old English Alphabet.
The Harris Studio
140 S. Dearborn Si
Lithographe
Chicago, 111.
At the commencement exercises of
the Miami-Jacobs College, Dayton,
Ohio, in June, there were 181 grad-
uates. This is a very good class of
graduates and indicates that the
Miami-Jacobs College is prospering,
and we would judge, running as good
or better than any time in the past.
We want to congratulate President
W. E. Harbottle and his associates
for their good work.
Mr. and Mrs. Henry M. Klingen-
smith announce the marriage of their
daughter Anna Walker to Mr. Arthur
E. Cole on Wednesday, July the first,
nineteen hundred and thirty-six, Tar-
entum, Pennsylvania.
Mr. A. E. Cole is a high school
teacher in Langley High School,
Pittsburgh, Pa. He is also one of the
finest engrossers in Pittsburgh.
The Educator
29
Xf
s 5 -
™ I i
S " ■£
S .2 t-
^ : sag
« s £ i
^ ~ Jl
> H i ■§ S
30
The Educator
LET me GIVE
:YOU
flTIP!
'^'^T'VE never worked in any hotel
1
where the management tried so
hard to make it your home away from
home."
Your car is taken at the door by an expert
(iaraiie attendant. Yours is one of 700 comfort-
able rooms — each with bath and shower, run-
ning ice water, full length mirror and bed head
reading lamp. You're at the center of Balti-
more's business and social activities. You en-
joy characteristic Maryland cuisine in any of
four distinct restaurants — And the rate — from
$3.00 sinjile.
LORD BALTIMOR
HOTEL
CARD WRITING
J. R. McAllister, Struthers, Ohio, who wrote the
accompanying cards is a government employee, a
professional penman, and a radio fan.
dream by F. B. Courtney, Detroit, Mich.
The Educator
31
nucd from April, May and June)
Correspondence Instruction
In order to accommodate those who cannot attend the Zanerian, we
offer correspondence instruction in all branches of penmanship and en-
grossing. There are courses for beginners, teachers, and professionals who
desire to reach a higher degree of skill. Many start the work by corres-
pondence and finish with residence in the Zanerian. Our many years of
experience enable us to give courses which are thorough, clear, interesting
and profitable.
Business Handwriting Course by
Correspondence
This course is intended for those who desire
to write a good practical business hand, for pro-
fessional penmen who desire to improve their
skill and for persons who desire to prepare as
teachers and supervisors of penmanship.
Pupils are taught correct position, free arm
movement, and suggestions are made which are
helpful to those who are teaching penmanship.
When a lesson is received it is carefully gone
over by an experienced teacher and red ink cor-
rections are made and suggestions for improve-
ment are given. With each lesson it is our aim
to offer a word of encouragement to keep pupils
interested.
The time to complete this course depends upon
time spent in practice, the previous training and
ability of the pupil. This course should be com-
pleted in four to six months by practicing one-
half hour a day. Many, of course, by intelligent
application complete the course in much less
time.
Price of Professional Business Writing
Course $10.00
Supplies for Professional Business Writ-
ing Course $2.25
Ornamental Penmanship Course by
Correspondence
A course which will train you to write a beau-
tiful ornamental style. It will train you to write
cards and flourished penmanship for advertising
purposes. By taking this course you will acquire
skill with the pen which will greatly improve your
plain business penmanship. The work is thor-
oughly covered from simple principles and letters
to difficult combinations and page work.
Teachers can increase their skill and income by
learning to write cards, holiday greetings, etc.,
during spare time. One Zanerian made $300.00
in one year writing cards, while teaching.
Price of Ornamental Penmanship
Course (including text) $12.00
Supplies for Ornamental Penmanship
Course 3.45
Certificates
Upon the satisfactory completion of corres-
pondence courses students are granted certifi-
cates. A small fee is charged for engrossing and
mailing certificates.
ZANERIAN COLLEGE
612 N. Park St.
Columbus, Ohio
Manuscript Writing
Texts and M
aterials for Teachers and Pupils
Grade One
"Print to Script"
Practice Book number one by Frank N. Freeman
"Print Letters"
(Print to Script Alphabet — capital — small
letters and figures for wall or blackboard)
"Pencil"
Number two, large lead
"Paper"
Number two, pencil paper
Charts
Hand and Body Position Charts
Grade Two
"Print to Script"
Practice Book number two by Frank N. Freeman
"Print Letters"
(Print to Script Alphabet — capital — small
letters and figures for wall or blackboard)
Pencil
Number two, large lead
Haper
Number two, pencil paper
"Charts"
Hand and body Position Charts
Write
The Z
aner-Bloser Co.
612 N. Park St.
COLUMBUS, OHIO
Vol. 42
OCTOBER, 1936
No. 2
The educator
(OLUMBUS, OHiO
Piihl.shcd monthly ci
matter November 21
cept July and August a
1931. ae the post offic
Zaner-Bloser Company. 1
1879. Subscription $1.2.5
The Educator
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O-O
ANDREW C. WEISBURG, President
EDWARD W. JACKS, Manager
Illustrated Booklet Sent Upon Request
A Course
in Transcription
A New
Text
of a
New
Type
Progressive drill in the
application of typing
which is of most im-
portance in the Busi-
ness world.
Printing....
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^.^ Catalogs
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Pen Ruled Forms — They save the eyes
May We Serve You?
WTMHWS (^ (LMII^aAM yi^C
PRI NTERS
240NorrhFbur»hSf. Columbus. Ohio
by Edwin Riemer
chairman. Department of Secretarial Studies, James Madison
High School, Brooklyn, N. Y.; Chairman Department of Sten-
ography and Typeiiiriting, Central Evening High School,
Brooklyn, N. Y.
The Practiced A nswer to an Urgent Demand
Only too familiar is the pupil who takes dictation rap-
idly, operates a typewriter rapidly, but cannot tran-
scribe rapidly. Yet transcription is of paramount im-
portance.
Here is a book to bridge this awkward gap. Beginning
with a thorough review drill in typing, it proceeds to
cultivate the ability to turn out good mailable tran-
scripts from shorthand notes.
There is no shorthand in this book. It is intended that
shorthand material for transcription be taken from the
basic text, or from the student's or teacher's own notes.
A Course in Transcription thus functions perfectly,
whatever basic text the class may use.
PITMAN PUBLISHING CORPORATION
New York Chicago
The Educator
ForAvard Steps in Hand\vriting
This new book embodies many improvements and represents new
forward steps in handwriting.
Read These Statements
by the Authors ....
"In order to save time, write rapidly; in order to
insure understanding on the part of the reader,
write legibly."— JOHN G. KIRK, Director of
Commercial Education, Philadelphia, Pa.
"The essentials of learning to write well are:
1. A strong desire to write well.
2. An abundance of good copies and sound
methods, both based on correlation.
3. Appropriate practice applied by the student
purposively and intelligently to accomplish
ends which he recognizes." —
FRANK N. FREEMAN, Professor of Educa-
tional Psychology, University of Chicago.
Order a Copy Today
The Zaner-BIoser Co.
Columbus, Ohio.
Functional Handwriting Books.
Enclosed is in full payment.
Name
Address
City
State ....
Title or Position
Size 65^2 X 8 — 132 pages. Price 40c each, net, post-
paid. $4.00 per dozen, less 25%, F. O. B. Columbus,
Ohio.
The Educator
Professional Training
in Shorthand
Post-graduate courses at The Gregg College
thoroughly prepare for private secretarj'ships, court
reporting, and commercial teaching positions.
All departments are in charge of expert and
experienced instructors. Graduates are uniformly
successful and are located in all parts of the United
States.
Students for beginning or advanced courses may
enroll any Monday — progress being individual.
Day and evening sessions open all year. Free Place-
ment Service.
Jl rite today for catalogue giving details about
this most distinetii'e school.
THE GREGG COLLEGE
6 North Michigan Avenue
Chicago, Illinois.
School Activities
The National Extra C tirricular Magazine
Our Best Testimonial and Proof
of unusual Reader Interest —
.... the number of School
Activities readers has in-
creased 400% during the
depression!
Many of our readers tell us that their copies of School
Activities are in constant demand not only in their
schools but at church and other community functions.
Subscription Rate — $2.00 per year
($1.50 Cash With Order)
The School Activities Pub. Go.
1013 WEST SIXTH STREET
TOPEKA, KANSAS
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Most Convenient
Hotel
Here at the Hotel Philadelphian, you have charm of fine living combined
with delicious food. Location — convenient to all stations — 8 minutes to the
business section — away from congestion and noise. 600 rooms each
with bath. Unlimited Parking.
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SINGLE
WITH BATH
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The Educator
AT YOUR SERVICE
Iff ft HI
^^ HE^N YORK CITY
When you visit the "Big City",
pick the New, 26 story Hotel
Piccadilly ... a select address
in Times Square — just a stone's
throw from "Radio City", 69
theatres, 5th Avenue and railroad
terminals. Favored by teachers
from coast-to-coast.
Enjoy maximum comfort at mini-
mum cost ! Bright, quiet, richly
furnished rooms- — with baths —
deep, soft "sleepyhead" beds
and all up-to-the-minute con-
veniences. Daily rates begin as
$050 $050
.^■single W double
Write for reservations. Ask
•■::';| for free "Guide-Map" of N. Y.
PICCRDlLLi
( JonlirK^ is as oLa
as civilization
As a medium for transmitting ideas,
writing is as old as civilization itself.
Throughout the ages, educators have
labored to develop this art.
For 78 years Esterbrook Pens have
been the choice of penmanship
teachers throughout the world. Ester-
brook takes pride in the qualities
of their pens which have made this
leadership possible.
A generous free trial assort-
ment of popular school pens
will be sent upon request.
STEEL PEN MFG. CO*
Toronto, Canada
World's Greatest Pen Makers Since 1858
LET me GIVE
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TTT'VE never worked in any hotel
where the management tried so
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home."
Your car is taken at the door by an expert
jJara^e attendant. Yours is one of 700 comfort-
able rooms — each with bath and shower, run-
ning ice water, full length mirror and bed head
reading lamp. You're at the center of Balti-
more's business and social activities. You en-
joy characteristic Maryland cuisine in any of
four distinct restaurants — And the rate — from
$3.00 single.
LORD BALTIMOR
HOTEL
The Educator
The Young Citizen Learns About Business
Our Business Life
By Lloyd L. Jones
Philosophy. This book was written as a textbook for the generation which is now on the threshold
of direct contacts with the business world, either as users of business goods and services or as business
workers. The book is an introduction to business and business practices. This first course in busi-
ness makes everyday information about business a fascinating study of current living. The contents are
so practical and so much needed that their study makes the boys better providers for the home and girls
better managers of the home. The course reinforces the training of the individual at a vital point and
gives the future citizen a background of knowledge that enables him to proceed more intelligently in
all types of business transactions.
Student Activity. A course in introductory business based on Our Business Life intrigues students
because, from the first day, there are things to do — activities that involve business or the business activi-
ties of the community. The projects at the end of the chapter present living problems based on the
student's environment. These projects provide for optional surveys and visits to business and indus-
trial concerns that are most advisable where arrangements can be made.
Teacher Activity'. A full and detailed teacher's plan book and objective tests supplement the teacher
activities in a most gratifying manner. In this plan book will be found complete guidance in teaching
the course. The learning program presented in this book generates a tremendous amount of enthusiasm
on the part of students and a surprising amount of constructive work is eagerly done by them.
Results. The student of Our Business Life gains a \aluable knowledge of the business of his
country, practical ability in transacting his ow^n business, and invaluable guidance in deciding whether
or not the world of business appeals to him as a career. In addition, he obtains a constructive founda-
tion for further study of business, and in gaining this information there is a by-product of a certain
amount of skill in business or clerical practice.
List Price
Our Business Life, Complete $L50
Our Business Life, Part I 1.00
Our Business Life, Part II 1.00
Everyday Problems in Our Business Life, Complete 80
Everyday Problems in Our Business Life, Part I .48
Everyday Problems in Our Business Life, Part II 48
Teachers of junior business training are ini'ited
to send to our nearest office for a sample copy.
THE GREGG PUBLISHING COMPANY
New York Chicago San Francisco Boston Toronto London Sydney
^^^i^^^y^
COLUMBUS, OHIO, OCTOBER, 1936
TRI-STATE COMMERCIAL
EDUCATION ASSOCIATION
The fall meeting of the Tri-State
Commercial Education Association
will be held October 9 and 10 in the
Henry Clay Frick Training School,
Pittsburgh, Pa. Plans are being com-
pleted by the committee under the
chairmanship of Mr. Karl M. Maukert,
Principal of Duffs-Iron City College,
for a gala evening of dancing, cards
with prizes, and a general get-to-
gether, at the college, 424 Duquesne
Way, Pittsburgh, Pa. The general
theme for the meetings will be, "Bus-
iness Education for All?" The Satur-
day morning sessions will be an in-
ducement for many to attend because
of the choice of outstanding speakers
for the following sectional meetings:
Vocational Guidance
Administration of Commercial Edu-
cation
Salesmanship
Business Correspondence
General Business Education
Shorthand
Commercial Law
Economics
Business Arithmetic
Bookkeeping
Penmanship
Typewriting
Extra-Curricular Activities
Luncheon will be served in the cafe-
teria to all those desiring it.
The afternoon session, typewriting,
will have Mr. E. W. Harrison and the
students of the John Hay High School,
Cleveland, Ohio, who won several
events in the International Schools
Contest held in Chicago, June 24. The
shorthand division, also in the after-
noon, will be conducted by Miss Kath-
erine Bracher, Head of the Gregg Col-
lege, Chicago.
This convention always offers a
splendid opportunity for the commer-
cial teachers in the district to estab-
lish contacts and to renew friend-
ships viath others interested in com-
mercial work and to secure new ideas
and methods for the class room work
during the year.
Margaret A. Giegerich
Secretary.
HANDWRITING DEPARTMENT
NEW JERSEY STATE TEACHERS'
ASSOCIATION
On October 14 the Handwriting De-
partment of the New Jersey State
Teachers' Association will hold an all
day Handwriting Conference at the
New Jersey State Teachers' College,
Newark, N. J.
The conference will include many
phases of teaching handwriting, and
will be of interest to all concerned
in the handwriting field.
Those desiring a detailed program
and information should write to Mar-
jorie Flaacke, New Jersey State
Teachers' College, Newark, N. J.
New Jersey State Teachers' College, Newark, N. J.
President, Handwriting Department, N, J. State
Teachers' Association.
E. C. T. A.
We have emerged from the worst
depression the world has known and
now stand on the threshold of a newer
life fraught with implications of deep
significance. No period of our national
life ever pulsed so violently, no era
was confronted with such epoch-mak-
ing changes, no age was ever so be-
set with such grave, harassing prob-
lems, touching every phase of indi-
vidual as well as national existence.
Our economic, social and govern-
mental viewpoints have been radically
changed, and the process of metamor-
phosis is not yet over. The call for
sound, intelligent leadership was never
so insistent or urgent.
Readjustment is the order of the
day, and in this process every teacher
in the land must be prepared to ren-
der effective service. Education, now
as always must concentrate its efforts
and activities upon the development
not only of worthy leaders, but also of
properly equipped individuals capable
of initiating and making any required
adjustments. It must blaze the trail
in the readjustments involved, not lag
in their wake.
As its contribution, the Eastern
Commercial Teachers' Association is
preparing a series of discussions on
the topic "Foundations of Vocational
Testing in Business Education." These
discussions will take place at the an-
nual Spring Convention of the Associ-
ation, to be held in Boston, on March
24, 25, 26 and 27, 1937. On that oc-
casion outstanding personalities in the
field of business and leaders in the
field of commercial education will co-
operate. They will bring to the at-
tention of progressive teachers of
commercial subjects their views as to
what types and degrees of skill, what
informational background, and what
social understandings, characteristics
and practices business must now de-
mand of those seeking entry into its
gainful occupations.
The officers of the Eastern Com-
mercial Teachers' Association feel as-
sured of your approval and generous
support of the program they are ar-
ranging. They take this opportunity
to extend to all interested in com-
mercial education their greetings and
their best wishes for a school year
rich in achievement.
Nathaniel Altholz, President
Eastern Commercial Teachers'
Association
THE EDUCATOR
Published monthly (except Tuly and August)
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THE
EDUCATOR is the best medium
)
through
which to reach business college pro-
prietors
and managers, commercial teachers and
-HI n.
students
and lovers of penmanship. Copy must
reach ol
r office by the 10th of the month for the
issue of
the following month.
The Educator
Modern Handwriting
By E. A. Lupfer, Zanerian College, Columbus, Ohio
No. 2
TO THE TEACHER
See that your pupils become inter-
ested in handwriting. They should be
made to realize the importance of
handwriting. It is a helpful tool in
school work, a valuable qualification
in securing a position and a valuable
asset in business and social life.
There should be a regular time set
apart each day for instruction in
handwriting. Help every pupil to as-
sume a good healthy writing position
and to develop a skillful, free move-
ment. Each pupil should be given in-
dividual attention to get started right.
The Blackboard
The blackboard should be used in
every lesson. From the blackboard
you can demonstrate movement and
letter forms. The ability to write well
on the blackboard means much to-
wards your success as a teacher, for
at the blackboard your pupils can see
your writing and are therefore in-
spired according to the degree of ex-
cellence of your writing.
Where blackboard space is avail-
able it is advisable to send pupils to
the blackboard to practice, or at least
part of the class. This is especially
true in the lower grades and in the
upper grades where pupils are having
special difficulties. Primary children
should write large on the board. In
writing on the board stand well back
facing the board. Let the chalk point
towards the center of the hand. Stu-
dents should write at about on a level
with their eyes whenever possible.
Where you have special difficulty
with a letter practice it on the black-
board. The large movements will help
you in getting freer movement on pa-
per.
The teacher should check the posi-
tion of the paper, hand and body of
each pupil each day until correct posi-
tion is established. Read and reread
the instructions regarding position. If
you do not have a copy of the Septem-
ber number of The Educator you can
secure a copy if you will write im-
mediately. Our supply of the Septem-
ber issue is very low.
Those teachers who desire addi-
tional information and help on black-
board writing should write to The
Educator.
The other day a young man came
into the office of The Educator who
had lost a position on account of his
poor handwriting. We hope that none
of our readers will be so unfortunate
but will be wise and industrious and
begin now to systematically acquire
a handwriting. Let our slogan be
LEGIBLE, FREE, BEAUTIFUL
HANDWRITING.
, the skillful pen
of handwriting, of Toronto, On
this position illustration when he
Columbus.
This illustration shows the proper position for
pritnary pupils at the blackboard. Keep the feet
apart and swing the body from left to right.
pen and paper. Left-fianded
position of the paper.
uld especially study tht
Practice each copy at the blackboard first before attempting it with pen and ink.
The Educator
IkZ^/?^
<=;l^
^
/ 2 3 a^ C y s^^ o
c^
^
.^ly
^.dy -^
.^^
T' T
Preserve
When time permits a very valuable thing to do Is to write the alphabet as given above each day.
these alphabets and note your progress.
If the alphabet cannot be written each day we urge you to write it at least once each week and preserve it
for comparison. Each student should get a loose leaf notebook and keep these alphabets and other practice work
for future study and comparison.
The capital A and small a are very similar m construction. The capital is three times the size of the small
letter and ends at one-third of its own height. Start the A with a swinging motion. The pen should be in motion
before it hits the paper. Curve the first stroke more than the other strokes. Get the two turns at the base line
even and resting on the base line. Give special attention to the retrace. Avoid looping the retrace. Make about
sixty letters a minute. Does your penholder slant towards the shoulder? Are you writing with a free arm move-
ment? Reread the instructions in last month's Educator regarding position.
These exercises aid in making the A. See how well you can trace the first exercise. In the second exercise
make the body oval then retrace the straight downward stroke about six times before swinging into the final up
finish. Compare your work with the copy. Make the four small a's without raising the pen.
Notice the similarity of movement in A and Il's In All. Slacken the speed as you near the base line.
The letter a needs special attention. Always close it and always make the second part down to the base line
before making the finishing stroke. Be sure that your a is different from the small o. Write the various combina-
tions and words many times.
The i part of a is made with a movement as in the i.
o o o J2^ (Z^a^ a. r^^'^. a:. a>
(:Z,.-,:,-.u^ 7g?S&\^ (i^Zi^ {2liJ^ Cl£.-^JL,^ fly
Write the sentence, and if you have not succeeded in making a good capital A review it. We vrill try to show
some of the things to work for in this copy. Study the arrows, size, slant and movement.
10
The Educator
After mastering the small a see how many different combinations you can write well. Watch beginning, con-
nective and final strokes.
The c starts with a dot, swings left slowly, then down rather straight to the base line. The hook at the top
is very important. In order to strengthen your downward stroke practice the retraced exercise.
Make each group of c's without raising the pen. You should, however, check the motion at the top of the c.
Make the individual c's carefully and freely. The words are nice to write. Select other more difficult words. See
that your c is no higher than other letters in the words. After practicing on a letter always select some letter
combinations to practice. Notice size and slant. Get light down strokes.
(^c> o.(^ (L.-o (3 (S e e (3 e e
03^(2
The C is made with a rolling free motion. The letter contains a large oval with a little loop in the top.
Curve the beginning stroke. End the C with an upward curved motion the same as the small i. Study the arrows,
as they will help you to become a better student of letter forms.
c::^ i::/^ c:/^ c^^ <i??:^ c^C^ i£;t^.^^::^^^-z::^
■-'liy ....■^^;^^---e.''7^T^---'^^^z^'-c^^
The small letter d is the same as the small a with the extended top. If you cover the top part of the d it
should make a good a. Be careful with the retraced part.
Practice other words containing d.
<:p6^ ^:;z:^-z:;z^
study closely the similarity between the a and d and practice each combination separately and freely. Are
you in a good writing position?
The Educator
11
yY-^t-J-c^^
Write the entire paragraph. Check especially the letters which you have studied to see that you make them
well. The chances are you may have trouble with the capital H. Therefore, give special study and drill to the capital
Exercises like the above help to loosen up the muscles. Do not spend too much time on them, but learn to
make them free and uniform in color.
^.
^ ^>
7''/ '7 7
The first exercise is part of an oval. Come down on the right side straight to the base line, stop and repeat.
Retrace the little loop six times. Swing out to the right and down to the base line, stop and raise the pen.
When you have trouble in getting the down strokes at the base line straight, practice on the retraced
straight line exercise.
Retrace the entire stem several times, then make individual strokes. Study the shape and slant carefully.
&) ^ ^ ay dy c^ '^ ch ^ (^ ^
This copy is reduced somewhat in size. Study it carefully and review the different exercises as needed.
12
The Educator
Handwriting is very important in school work and should be mastered by every student. Do not become
careless with your writing. Check the slant.
^ %r 0/r ^
Repeat the word Handwriting many times. Check height of letters, spacing, quality of line, and movement.
If you have trouble with the H review as suggested in this copy.
The small h appears about twelve times in the paragraph on habits and therefore is very important. Prac-
tice the first exercise to get the top turn rounding. Keep your loop open. Do not raise the pen in making the
five connected h's.
Be sure that your loops are full and distinct. Watch the slant and make the letters with a free movement.
C^,^ ^^A.--XP----^^t<f^^L^ -^^^C-z:-^
Practice the letter combinations in this copy. Keep in mind that the writing should be free in movement.
Freedom and Grace in Writing Depend upon a
Free and Graceful Movement.
The Educator
13
A COMPOSITE SPECIMEN
_-<^-Xc:zz
\ vcrv unique poem prepared by grade school students under the direction of Ella L. Dwyer, Johnstown, N. Y. Each line was written by
a different pupil. It shows a very high average. Very few schoob can show so many excellent writers in one class. We congratulate the
pupils and Miss E>wyer.
14
The Educator
Needed Research in Handwriting in Business
John G. Kirk, Author of Functional HandwTiting and Director Commercial Education, Philadelphia, Pa.
(An addrcs!
the N. A. P, T. S.
The alphabet came into new prom-
inence under the new deal. For in-
stance, the R. F. C, N. R. A., C. C. C,
C. W. A., and P. W. C. In this con-
nection, it would seem that penman-
ship teachers should take on renewed
strength and zeal and endeavor to se-
cure needed improvement in hand-
writing. In these days of specialized
specialists, of special commissions, of
investigations, of surveys, inspections,
and inquiries, penmanship must have
its share of special studies and re-
searches.
Knight Dunlap in his book entitled
"Habits" says: "Useful educational
techniques are never the results of
guesses or mere 'hunches,' but are la-
boriously elaborated from the body of
psychological knowledge. Scientific
innovations are almost always worth-
less, if not pernicious, unless they are
really not innovations, but are evolu-
tionary products of the scientific ac-
complishments of the predecessors of
the apparent innovator. "i In 1928,
Paul V. West, at the N. A. P. T. S.
Convention, in his paper, "The Pen-
manship Supervisor as a Leader of
Research," s said: "Until the present
time comparatively few supervisors
have carried on and published the
findings of scientific research." Then
again, Doctor West urges: "There are
very few research workers among
handwriting supervisors. This is most
unfortunate for the future develop-
ment of the subject. Research as em-
phasized by the local school system is
the real basis for recommendations
for economy, since it places emphasis
upon efficient methods and organiza-
tion. Even though such research
should be concerned merely with col-
lecting valuable information regarding
the results of other researches, it will
justify itself. When directed to the
solving of a local problem, perhaps ex-
perimentally, the findings will be
worth while, and furthermore the in-
vestigation itself will serve as a
means of stimulating interest. The
scientific supervisor speaks with an
authority which gains respect, in con-
trast to the one who is notable for the
expression of biased opinion. The su-
pervisor who writes the results of his
researches for the columns of educa-
tional journals will receive the local
and general recognition which such
enterprise merits." a
We do not want nor can we afford
to teach on mere "hunches." We want
and can have definite scientific foun-
dation for our teaching technique.
This paper is to be concerned with
keeping the supervisor and the teacher
reasonably dissatisfied with the re-
sults of the research already at-
tempted in the field of business pen-
manship, and to try to point the way
toward future extensive, needed re-
search by individual supervisors and
teachers and by our association. Many
investigations in penmanship have
been made by such prominent educa-
tors as Thorndike, Ayres, Freeman,
Downey, Graves, Judd, Starch, West,
and others. When we narrow the
field, however, to business and voca-
tional penmanship, the number of in-
vestigations becomes very few.
HEARD .\T N. .\. P. T. S.
So glaring is our weakness in
handwriting that several large cor-
porations employing much clerical
help have been compelled to main-
tain schools of handwriting in an
attempt to secure some improve-
ment.
In 1915 Frank N. Freeman 4 con-
ducted an investigation to find out
the quality of writing which business
men regarded as adequate. With in-
frequent exceptions, the employers re-
sponding regarded the qualities 60 and
70 as "essential." This study helped
to humanize and to strengthen the
thought that a pupil who was able to
maintain a quality of 60 in all his cor-
related work had attained a standard
sufficiently high.
Dr. ■ Leonard V. Koos in the Feb-
ruary, 1918 number of the Elementary
School Journal reported the results of
a study called "The Determination of
Ultimate Standards of Quality in
Handwriting." s I quote from the re-
port: "The quality aspect of the vo-
cational need for handwriting was
studied by scoring, on the Ayres
Measuring Scale for Adult Handwrit-
ing, the writing done by 1,127 em-
ployees in a number of occupations.
The assumption is that we may use
the handwriting done by these em-
ployees in establishing vocational
standards. If the persons who wrote
the specimens used in this study are
retained in their positions, this fact is
proof that they write well enough for
the purpose of their vocation."
Conclusions: "The quality 60 on the
Ayres Measuring Scale for Adult
Handwriting was set up as the ulti-
mate standard of attainment for all
school children for purely social pur-
poses because it is adequate for the
needs of most vocations. This stand-
ard applies to laborers, skilled and un-
skilled, as well as to professional men,
exclusive of teachers in the elemen-
tary schools. For that larger group
who will go into commercial work, for
telegraphers, and for teachers in the
elementary schools, it will be neces-
sary to insist upon the attainment of
a somewhat higher quality, but hardly
in excess of the quality 70."
Following the general plan of Doc-
tor Koos, we conducted an investi-
gation .! in Philadelphia to determine
the grade standards for Philadelphia
schools. From the employees of
twenty-one large concerns, two thou-
sand specimens of vocational hand-
writing were secured. Each specimen
was rated by twenty judges; the basis
of comparison was the Ayres Meas-
uring Scale for Handwriting, Gettys-
burg Edition. The rating of each
judge was averaged and occupational
and general averages determined.
Conclusions: "After considering (1)
the judgments of business men as
stated in questionnaires, (2) the voca-
tional averages of workers' who wrote
specimens, and ( 3 ) the average range
of scores for those in the non-com-
mercial groups, the investigators con-
cluded that quality 60 is a sufficiently
high minimum standard for social cor-
respondence. The results of the rat-
ing of specimens reveal that more
than 16 per cent of those written by
office workers scored 70 or above. In
consequence, quality 70 on the Ayres
Measuring Scale for Handwriting,
Gettysburg Edition, was decided upon
as the minimum standard for com-
mercial pupils,"
1. Dunlap, Knight — "Habits: Their Making and Unmaking"— 1932; Preface, Page i-i.
2. West, Paul V.— "The Penmanship Supervisor as a Leader of Research," Report of N. A. P. T. S., 1928. p. 41.
3. West, Paul V.— "Administrative Aspects of Handwriting Suparvision," Report of N. A. P. T. S., 1932, p. 13.
4. Freeman, Frank N. — Chap. V. Fourteenth Year Book, National Society for the Study of Education — "Research in Business Writing." 1S1.5.
5. Leonard V. Koos — Elementary School Journal, "The Determination of Ultimate Standards of Qualit>- in Handwriting." February, 1918.
6. Kirk, John G. — Journal of Educational ResearcJi, "Handnritinc Sutvry to Determine Grade Standards," March — April, 1926.
The Educator
15
Each of the foregoing studies was
made for the purpose of determining
definite standards for social and voca-
tional writing. Is it not possible that
standards determined by these earlier
investigators are too low? A rein-
vestigation of standards at the pres-
ent time would seem to be most worth
while.
We are all quite familiar with the
fact that the handwriting of Junior
and senior high school pupils deteri-
orates. This deterioration is due to
the fact that they have no formal in-
struction in handwriting beyond the
sixth grade. Questions to which we
need answers are: (li What is the
amount of deterioration of writing
after the termination of handwriting
instruction in the sixth grade? (2)
Should there be overteaching in the
elementary schools to offset this de-
terioration? (3) Is there an improve-
ment of quality in the senior class of
the high school? Some work has al-
ready been done in this field, but
further research is needed. Miss
Ethel Shelley, - in an unpublished
study, found that while in January,
1928 there were 41.4 per cent of 323
seventh grade pupils whose writing
quality scored 70 or above on the
Ayres Scale for Measuring Handwrit-
ing, in January, 1929, one year later,
the number scoring 70 had been re-
duced to 19.2 per cent of the pupils.
Her study shows furthermore that
64.4 per cent of the pupils tested
dropped in handwriting quality, 29.1
per cent remained the same, while 6.5
per cent of the pupils raised their
scores. The decrease varied from five
to forty points; the writing of fifty
pupils decreased five points, and that
of 90 pupils decreased ten points.
Another study of a similar kind
made in the John Paul Jones Junior
High School. Philadelphia, shows a
loss of a lesser degree than that of
Miss Shelley's findings. However, 44.9
per cent or almost half of the pupils
wrote at a lower quality at the end
of the year. The loss ranged from
five to forty points with the greater
number from five to fifteen points. Of
the entire group, 35.9 per cent had not
changed their quality and 19.5 per
cent had increased their quality score
from five to twenty points with the
largest group from five to ten points. If
the work of individuals had been stud-
ied according to both plans throughout
the years of senior high school work,
what would the results have shown ?
Is there not a basis for major research
in this problem ? A study of it should
relate to attainable Standards for
commercial as well as for non-com-
mercial groups.
Another subject of research relates
to the discovery of a standard alpha-
bet. Do pupils in junior and senior
high schools and men and women in
business use the forms of capitals and
small lettei's which they learned in
school ? If not, have they discovered
speedier and plainer forms? Would
a study of samples of business writing
reveal that the present standard al-
phabet needs changing? In a paper
entitled, "Making a Handwriting Cur-
riculum," which Henry Marap read in
1930, he said: "It seems to me that
the best forms for letters of the alpha-
bet have not yet been objectively de-
termined. There is a challenge in this
doubt to someone who may make a
major basic investigation. When this
investigation has been made, it will
do for handwriting what Horn and
Thorndike have done for spelling and
the reading vocabulary. The investi-
gator should, it seems to me, assemble
samples of handwriting from all
sources. Since at the age of twelve
mastery is attained, specimens should
be written by pupils of that age. These
HEARD AT THE CONVENTION
Impro>ement will be made when
we get the school authorities to
recognize the importance of plain
handwriting and to give it a rea-
sonable amount of time.
specimens should be compared with
the handwriting of groups eighteen
years of age and also with those of
groups thirty years of age. From the
study and comparison of such speci-
mens, a series of alphabets may be
compiled which would be based on
slant, spacing, simplicity, and form.
These alphabets should be submitted
to handwriting experts and investi-
gators in order that they may sug-
gest modifications in accordance with
principles of legibility and speed. The
alphabetic forms thus obtained should
then be submitted to artists who may
suggest way of embellishing them.
Finally, handwriting experts may
study two or three alphabets under
conditions normally found in schools
with the idea of selecting the one
which has the greatest advantages of
legibility and speed."
Definite information has not been
gathered concerning the effect of
handwriting styles and legibility in
letters of application. The compilation
of such information and the study of
it should reveal the fact that many
employment managers accept or re-
ject applicants because of the style
and quality of their handwriting. The
questions to which we need answers
are:
1. Is angularity a handicap?
2. What is considered the general
effect of wide or narrow spacing
on the reader?
3. What character traits are con-
veyed to the prospective employ-
er by
a. heavy down strokes?
b. small writing?
c. large writing?
We might well pause here to con-
sider the splendid research of Shep-
herd, James, and Morrison s on the ef-
fect of the Quality of Handwriting on
Grading. These studies concern the
correlation of handwriting with other
subjects and reveal the fact that when
writing is poor, the grades on English
papers are lower and when writing is
legible and easy to read, the grades
are correspondingly higher. James
found that handwriting affected the
grades to the extent of 7 or 8 points
and Shepherd reported as high as a
10 per cent difference. If this is so in
regard to grading, what effect does
writing have on an applicant's chances
of securing a position ? Would an ap-
phcant's chances be 10 per cent bet-
ter if his handwriting were corres-
pondingly better than another appli'-
cant's?
The Industrial Relations Counselor »
of a large chemical manufacturing
company has said: "It is surprising
to find such a large number of young
applicants for employment who write
so illegibly that their applications are
either rejected or, if considered, are
hired only as a last resort." Again
H. T. Hamilton .o of the New York
Trust Company, writes: "Good hand-
writing should be stressed in all com-
mercial high schools. Handwriting is
still fundamental for the young men
in the business world: It may be a
deciding factor in securing his first
position; it is almost indispensable in
the early years of his work; and is
a good sound asset at all times."
That business men are interested in
legible writing is shown by the re-
sults of research begun by this as-
sociation a couple of years ago. C.
P. Gard, in his paper "Questionnaire
to Personnel Directors in Various
Business Activities" in the 1932 Year-
book of the N, A, P. T. S., reported
Supervisor of Handwriting, Norrislo
Pa.
S. Shepherd, Everett N. — "The Effect of the Quality of Penmanship on Grcdes," Journal of Edi
p. 1(12-10.5.
James, H. W. — "The Effect of Handwriting on Grading," The English Journal, Vol. 16, 1927, pp. 181-185.
Morrison, Henry C. — "The Practice of Teaching in Secondary Schools," P. 10-11.
I Research, Vol. XIX, No. 2, February, 1929,
9. Beck, Cameron-
10. Beck, Cameron
"The Need of Closer Relai
"The Need of Closer Rela
Between Commercial Schools and Business," page 11.
Between Commercial Schools and Business," page 42.
16
The Educator
that of a total of 240 replies, 62 per
cent answered "Yes" to the ques-
tions: "Do you ever reject applica-
tions because of poor handwriting?"
To the question: "Is attention given
to the handwriting of applicants for
positions in your firm?" — 84 per cent
answered "Yes". Miss Myrta L. Ely,
in January, 1924, sent a questionnaire
to 120 different firms in Saint Paul,
Minnesota. To the question", "In pas-
sing on applications for stenographic
positions, all else being equal, would
you consider favorably the one whose
penmanship is be»t?" — 110 answered
"Yes," while only 8 answered "No."
The answers to both of these ques-
tionnaires indicate a very definite in-
terest of the employers in the hand-
writing of future employees. If this
is nationally true, what remedies are
energetic supervisors and teachers go-
ing to use to improve the situation?
Several well-known business men
have made a just and well-deserved
criticism when they say that the
schools make little or no attempt at
job analysis. The business man feels
that teachers cannot know what to
emphasize in teaching unless they
know what jobs are open to junior and
senior high school pupils and what
tasks will be most frequently required
of beginners. How true this state-
ment is of handwriting, no one has
definitely investigated. In some jobs
the employee never uses anything but
a pencil, in others he may use ink,
and in still others he may use both. In
some jobs handwriting involves figure
writing only, while in others it in-
volves the writing of names and ad-
dresses. Do we know exactly what to
stress with any particular group? No!
In fact, it is impossible to foretell
what any individual or even a group
of individuals will need in the future.
But some investigator may determine
the kinds of work most frequently
performed by office workers and thus,
on the basis of his findings, we may
stress those kinds of skills which fit
workers for kinds of employment
most often encountered.
Knapp 11 says: "How many habits
or styles of writing have you? Do
you write differently when applying
for a position or when writing to
someone on whom you wish to make a
good impression? On the other hand,
have you another style which is less
legrible and less attractive to use on
occasions which are not so important ?
And has this poorer style been prac-
ticed until it has become easier and
therefore preferable to use most of the
time? You remember the girl who
carried two handkerchiefs, one to
show and one to blow. That plan was
objectionable because she sometimes
showed the wrong one."
Pupils in school are just like us.
Most of them have been taught to
write legibly, but have practiced slov-
enly writing so much that it has be-
come most habitual. The age-old
question arises, "How can we get the
carry-over we want?" Knapp has
11. Knapp, Thad Johnson — "Educational Insurance,** pp. 12-21,
Mr. O. E. Hovis, 88 Biltmore St., Springfield, Mass., is the penman ■
! the above.
done some interesting work in this
field at the Highland Park High
School, Michigan, There the child is
rated for satisfactory application of
instruction in correlated writing.
Speaking of this instruction, in "Edu-
cational Insurance," he says: "This
method gives worth while results. It
is shown by our experience with
classes in penmanship in the Highland
Park High School (intermediate clas-
ses). Two years after an applied
marking plan was put into operation,
the number of pupils required to take
penmanship was reduced approxi-
mately fifty per cent, despite a large
growth at the same time in the en-
rollment of the school." Several ques-
tions arise involving the need for
scientific answers:
1. On what basis should penman-
ship marks be given?
2. Does the giving of a rating in
correlated lessons insure the forma-
tion of the habit of a uniform, legible
hand at all times?
3. Is the formal drill period neces-
sary when the writing product in cor-
related lessons is rated?
4. What form should the remedial
instruction take?
It is said that in twelve months'
time approximately 26 million letters
reached the Washington dead letter
office. The unclaimed missives con-
tain checks, money orders, and stamps
to the value of more than five million
dollars. This is a very serious indict-
ment of our slovenly and illegible
handwriting. Is anything like this
same amount of loss caused in other
kinds of business ? Is there an actual
loss to the business man through er-
rors in writing, figure making, ad-
dressing letters, etc. ? C. D. Moore,
in a paper "Value of Good Penmanship
in Business," reported that one busi-
ness executive told him "of an in-
stance where 6,000 items had to be re-
checked in order to locate an error
resulting from a carelessly-made fig-
ure." How often does this waste of
time and energy occur in business?
All speed standards have been set ar-
bitrarily by educators. We teach and at-
tempt to have the pupils attain these
standards. Are these speed standards
sufficient to enable pupils to keep pace
with teachers and business men when
they dictate notes and memoranda?
Some business men demand rapid
writing. What do they mean by rapid
writing — 100, 125, or 150 letters a
minute? Rapid business writing
remains undefined. Studies should be
made of the speed required in the per-
formance of various kinds of tasks.
Higher wages and shorter hours seem
inevitable. Hence, the problem of eflB-
cient production will enter into the
success of persons in business. Unless
a pupil is equipped to do a certain
amount of work which is acceptable
in regard to both quality and quantity,
it will be difficult for him to retain a
position.
We hear much today about develop-
ing social responsibility. The develop-
The Educator
A gem from the late H. B. Leh:
ment of this social consciousness is
certainly not confined to any group,
grade, or subject. If handwriting,
bookkeeping, or junior business train-
ing teachers do not seize every op-
portunity to develop these social
ideals, then they are neglecting one of
their greatest opportunities. There
is surely no better way to begin than
by stressing responsibility for im-
provement in handwriting. Many
questions, however, immediately arise:
1. What is the value of group con-
ferences to individual improvement?
2. What type of incidental instruc-
tion is most effective?
3. Can letter forms be improved
through self -analysis ?
4. What type of textbook is best
for vocational instruction?
5. Can improvement be effected by
the use of guide or contract sheets?
In what form should these sheets be ?
6. What effect should the handwrit-
ing grade have on a bookkeeping pa-
per?
The business man is willing and
eager to employ boys and girls who
are well-trained especially in hand-
writing. Legible writing saves time and
money. In 1930 at the National Edu-
cation Association Convention, Cam-
eron Beck, Personnel Director of the
New York Stock Exchange, presented
the views of leading business men in
a paper, "The Need of Closer Rela-
tions between Commercial Schools
and Business." In summarizing his
paper he said: "The schools are out of
step with business in that:
"(1) little or no provision is made
for job analysis;
"(2) no study is made of present
or future business needs;
"(3) no advantage is taken of the
willingness of business men to co-
operate with the schools;
"(4) proper vocational guidance is
lacking."
In this paper we have suggested
many problems for study. Studies
should be made extending over sev-
eral years. Data should be collected
from every state. Only a national as-
sociation such as the N. A. P. T. S. is
organized to collect such information
and to outline year by year what has
been and is yet to be accomplished.
This association is, furthermore,
through its publication of the annual
proceedings of the convention, best
qualified to advertise the results of in-
vestigations. Could the association de-
vote its energies to better advant-
age?
The following problems are sug-
gested for original or further investi-
gation.
(1) Problem — Quality of Handwriting
Suitable for Business.
Research already done:
Freeman, Frank — 1915, Fourteenth
Year Book, National Society for the
Study of Education, Chapter V.
Kirk, John G. — March — April, 1926,
Journal of Educational Research,
"Handwriting Survey to Determine
Finishing Standards for Philadelphia
Public Schools."
Koos, Leonard V. — February, 1918,
The Determination of Ultimate Stand-
ards of Quality in Handwriting, Ele-
mentary School Journal.
Conclusious found:
Quality 60 on Ayres Scale for Meas-
uring Handwriting for non-com-
mercial groups: quality 70 for com-
mercial groups.
Needed Research:
1. To find out if these standards are
still satisfactory to the business man.
2. To discover national instead of
local standards.
(2) Problem — Deterioration of Writ-
ing in Junior High School.
Research already done:
Shelley, Ethel — 1928 — 1929.
Philadelphia — John Paul Jones
Junior High School.
17
Conclusions found:
Decrease of 5 to 40 points.
Needed Research:
1. A more intensive study over a
longer period.
(3) Problem— Effect of Legible Writ-
ing on an Applicant's Chances of Se-
curing a Position.
Research already done;
Card, C. J.— 1932 Yearbook of N.
A. P. T. S., Questionnaire to Person-
nel Directors in Various Business Ac-
tivities.
Ely, Myrta L. — Questionnaire sent
to 120 different type firms, January,
1924.
Conclusions fotuid:
Handwriting Counts in securing po-
sitions.
Needed Research:
Further national and local verifica-
tion along the same lines.
( 4 ) Problem — What should be the
Basis for Rating Handwriting?
Research already done:
Knapp, Thad Johnson — February,
1930. Educational Insurance, pages
12-21.
Conclusions found:
The number of pupils required to
take penmanship was reduced approx-
imately 50 per cent in two years.
Research needed:
Study of controlled groups:
1. Formal handwriting instruction
— rating given for work done in hand-
writing period.
2. Formal handwriting instruction
— handwriting rating given for cor-
related work.
3. No handwriting instruction —
handwriting rating given for corre-
lated work.
(5) Problem — Standard Letter Forms.
Needed Research:
1. Study of business and social
writing to determine letter forms.
(6) Problem — Effect of Handwriting
Styles on Applicant's Chances of Se-
curing a Position.
Needed Research:
1. What style of writing is most
favored by business men?
(7) Problem — Analysis of Jobs which
High School Pupils Get to Determine
Teaching Needs.
Needed Research:
1. What jobs are open to high and
junior high school graduates?
uates ?
2. What tasks wall be most fre-
quently required of them?
3. How many jobs require:
a. figures?
b. body writing?
c. names and addresses?
4. Is pencil, pen, or a combination
used?
(8) Problem — Definition of Rapid
Business Writing.
Needed Research:
1. What speed is needed for note-
■ taking in high school?
2. What speed is required in the
various jobs?
(9) Problem — To Develop Handwrit-
ing Consciousness in Secondary
Schools.
Needed Research:
1. Study of various methods with
controlled groups.
18
Ornamental Penmanship
No. 12 Script bv the late A. M. WoiiiilH
^^-..^,^)4^^.-^L,L:d^<:^
^^:;^^^-t^-'e^'-!>-^''2-^.
Practice the individual letters in the above sentences. Study the graceful t crossings and the free oval
finish. Give special attention to the T, C and Y.
This beautiful lettering was made by J. B. Hague, 15 Park Rdw, Room 1S03, New \ork, N. V. Notice the attracti^
word "The" and the readability of the entire line of Old Erglish.
The Educator
19
Lessons in Card Carving
By J. D. Carter, Deerfield, III.
Lesson No. 1
In our beginning lesson we should
have a good sharp pen knife and 5 or
6 ply white cardboard of the best
grade.
For practice work, however, one can
get fair results by using white show-
card cardboard cut to convenient size
to use.
The knife should be of the best
steel so it will hold an edge as sharp
as a razor. No one can get satis-
factory work unless the knife is
sharp: for the cutting will appear
ragged with a dull knife.
The cutting is done with the point
or end of the blade. I always sharpen
both front and back of the blade at
the point; making the point resemble
a rounded spear point. One should
sharpen the point giving a shorter or
more abrupt bevel to the cutting edge
than is on the ordinary knife. When
sharpened this way the bevel edge
helps to make the cutting raised to
a uniform height.
In cutting, hold the knife in hand
much the same way as when sharpen-
ing a pencil and draw it towards you
as you proceed to work from lesson
No. 1.
In lesson No. 1, I have given as you
see only one form for cutting, the only
difference you find is in the varying
length of strokes.
I have done this that you may get
good results sooner.
You may at the beginning rule lines
with pencil as guides and cut care-
fully each exercise a number of times.
When you have practiced some
time, send me a complete copy of les-
son No. 1 and I will gladly criticise
this lesson and return it to you if you
send me the return postage.
The greeting card season will soon
be here and let us be ready for it.
I am planning to give something
practical along that line in our next
lesson.
MEUB'S
PROFESSIONAL
BLACK INK
hi:
The Ink Supreme
• U- rXl,n.,Uv In, t
for all fine Penmanship
e Pn.r.-ssional Penmen and
I. Writes black and sta\;s
- I'riKluct Today. ??ati-;IaL--
A
special bottle, with
oblioue pen
wide opening for use of an
holder, costs 60c.
P.
ALBERT P. MEUB. Expert Penman 1
0. Box 194 Pasadena. California |
^ ^ '^ -^ ^
Skill cannot be lost as easily as
many investments.
CARD WRITING
SPECIALIST 1
1 Do=. High-class Cards
Set of Ornate Capitals ....
$ .8.5
Penmanship Courses
(No Specimens
Penmanship
Exchanged)
Supplies
J. R. McAllister
"The 20th Century Penman'
STRUTHERS
. OHIO
Catalog and Samples on Request
Ask about our Booklet Diplomas—
yina! specimens of Brush and Penwork
for sale — Engrossing
HOWARD & BROWN
ROCKLAND, MAINE
20
The Educator
HELP YOUR SCHOOL TO GIVE
YOU YOUR MONEY'S WORTH:
In order to get the most out of your
course, it is necessary that you do
your best at all times and be prompt
and regular in attendance. You must
make each minute count while you are
in school and devote at least two or
three hours each day to home study.
It is also essential that you take all
of the subjects included in your
course. Business English, Spelling,
Penmanship, Rapid Calculation, Com-
mercial Law, Salesmanship, etc., are
even more important, if anything,
than Bookkeeping, Shorthand, and
Typewriting; for, unless you are good
in all of these fundamentals, you can-
not possibly become the best sten-
ographer, bookkeeper, secretary, or
accountant.
Incidentally, it should be the ambi-
tion of every student to become the
very best in his line. Once you get an
ambition like that, you will WANT to
take all of the subjects in your course
and make a good record in each sub-
ject. It won't be necessary to urge
you to go to school, to be on time, to
apply yourself or to chase you to your
classes. You will just naturally
WANT to make every minute count,
and that is exactly the way it should
be.
Do not permit yourself to join the
lavatory or cloak room "gang".
Spending too much time in those
places usually means too much cigar-
ette smoking, which, of course, dulls
the mind and should not be indulged
in during school hours by anyone. Not
only that, but it also means hearing
a lot of idle gossip, most of which does
not amount to anything at all. It also
means getting your mind off your
studies and, of course, the waste of
much time.
ABOUT SECURING POSITIONS:
It is easier to help some students
secure positions than it is others, be-
cause some take a broader course,
some are neater, more accurate, and
more rapid in their work; and some
have more energy, or more initiative,
or a better personality.
The main thing, is to master, as
completely as possible, whatever
course you are taking, to have and
show plenty of "get-up and hustle",
and to be on the job at all times —
While a school is always glad to
help every student in every way pos-
sible in securing a position, it is to
the student's interest to try to help
himself, too. He should be able to
make a good personal application and
have enough initiative to know where
to apply, and, above all, he should be
able to write a good letter of appli-
cation— one that will stand out and
will help to get him first considera-
tion when the employer sees his let-
ter.
.rder
fill D.fl ra'ii -'
Save Money
Book Form Diplomas
;tractive designs lithographed to yoi
heavy Parchment for 5c each in quar
Papei
nd fo
6c each, and up.
rieather Covers, 12c each, and up.
luine Leather Covers. 24c each, and up.
Business School Catalog." It
judging Diploma and Cover
values, also how to get the most for your ap-
propriation.
Martin Diploma Company
87 Summer Street, Boston, Mass.
ud yo
i(
»»
GEMS
From 50 Penmen Will Delight you and help
the cause, so Send DIME Quick.
D. L. STODDARD
R. R. 4, Box 141, Indianapolis, Ind.
HOBBY SHOW
A very beautiful handmade book
has been received from S. J. Shaw,
1376 Locust St., Long Beach, Calif.
The book is entitled "The Educator"
and is a tribute to The Educator and
the Zanerian College of Penmanship.
He has pages of ornamental writing,
card writing, card carving, color
work, pen and ink sketches, birthday
and Christmas cards, and other elab-
orate pieces of pen work. It is bound
in stiff cardboard covers upon which
Mr. Shaw has designed a very beauti-
ful cover. The book was exhibited at
the Hobby Show in Long Beach where
31,000 viewed the collection.
Mr. Shaw attended the Zanerian
College of Penmanship in 1893. To-
day he does pen work for the pleasure
he gets out of it. Anyone who wishes
to have a real hobby should take up
penmanship.
A flourish by C. A. Romont, 7 Dartmouth Place, Boston, Mass.
SIGN, NOT PRINT
One of the large investment service
corporations in sending out its con-
tracts requests customers to sign, not
print, their names. This is a step in
the right direction. Every one who
signs a contract should be able to
write his own name legibly. If he does
not write it legibly it shows that he
has missed some very fundamental
education or is very careless and in-
considerate.
The government, in the various re-
ports submitted to it, experienced
trouble in deciphering signatures and
for some years has requested people
to print their names. Evidently the
investment company has had trouble
in reading printed signatures. Print
can be, and frequently is, as illegible
as poor cursive writing. It would be
interesting to know how many printed
signatures on government reports, etc.
are illegible.
The slogan everywhere should be
"WRITE LEGIBLY".
The Educator
21
Practical Engrossing
By
E. H. McGhee, McGhee Studio,
143 E. State Street, Trenton, N. J.
After deciding the size of the page,
draw marginal guide lines. Then, lo-
cate the different headings and lines
and sketch them in roughly but ac-
curately for spacing. In planning a
piece of work you will find it an excel-
lent idea to first use a plain piece of
wrapping paper.
Letter each line carefully, then re-
touch with a fine pointed pen. The
straight edges of letters should be
ruled up. Notice the size of the head-
ings. The important line is the name
of the school.
If at first you have difficulty in se-
curing the desired effect compare your
work with the copy and keep on
studying. It takes years to acquire
skill. As someone recently said, "Per-
fection in all things comes slowly —
and never quite arrives." If you have
trouble with your pens, write to us.
We will be glad to give you any in-
formation you desire.
Sljis rcrtifica tl|at
l]aa fulftUrd ttjc requlretncnta for OraduEition ajs
prcscribri) b-y tPiB 3Soar£t uf 'Education cittiJ is rntitUit
to Itjifir
(fiUen 11^10 day of 19
'^ neMf exd of jfioarA
jSirperintfn^nt liji^OiAi
A plain, rich looking diploma made by E. H. McGhee of the McGhee Studio, Trenton, N. J.
/ y ■ ^/-' / / r y .•
■ A-.y-., >y^'
//s i-^^c , ^■.•-
.-. ■> c / 7 y <^
' ■'■
/>./'•/ f^ 7 ' y c
.- - - - -J /c
/ A 'J': V -y C> '/ / f 0 ..
/ ,-. '^ ^ li / r '/ o
/ /-'^ y f /^^ /''/ ^
/ Jf J -^^^/y- ^ a
/ ^ JVS(^ y ff 6
/ z J ^ ,<- 6 / J- y ■-
/ 7 J VS6y/-jr
Figures from 3 pupils of the Bliss College, Columbus, Ohio, engravrd from a penmanship contest held by J. C. Kli<
instructor. The specimens reading from left to right are by Luctle Phelps, Mabel Powelson and Virginia Near.
the [>eninanshtp
22
The Educator
BEAUTIFULLY ADDRESSED ENVELOPES
Examiner of Questioned Documents
Detroit, Michigan
The Educator
23
DESIGNING AND
ENGROSSING
By E. L. BROWN
Rockland, Maine
Testimonial Heading
Brush and color work combined
with script lettering is quite attrac-
tive for engrossing, and the knack ob-
taining transparency in tone can only
be acquired by persistent effort. The
previous lesson explains quite fully the
procedure for beginners to attain skill
in brush handling.
Pencil carefully the name of club,
also president and follow with outline
in Zanerian water-proof ink. Use di-
viders for top and base line, and rule
all vertical lines with T-square and
ruling pen.
After completing the pen work, pre-
pare for the tinting by outlining parts
for washes in pencil. Study contrasts.
Leave light space at top and left side
of letters. Shadow at base of letters
% inch deep — add darker band after
first wash is dry. Clear transparent
tones are necessary for a satisfactory
effect, and in order to obtain this re-
sult use a free brush, or in other
words, a brush well filled with color.
Let it flow freely from the brush to
the desired surfaces. Mix lamp black
with a small portion of red to pro-
duce a brownish tone. Use color with
more body for darkest tones. Two
brushes were used for clouded effects.
Red sable brushes Nos. 6 and 7 will be
needed.
The name "Louis Myers" is rather
unique in finish. After the tinting was
completed white was used to give a
mottled effect. Mix white with gen-
erous supply of water to give a very
thin wash to allow the under color to
show dimly.
This is the class of work which the
engrosser will be called upon to do
frequently, and the student will find
it a practical style to master. Free
criticisms and suggestions on all work
submitted for this purpose.
EDWARD C. MILLS
Script Spec
alists for Engraving Purposes
P. O
Drawer
982
Rochester, N.
V.
Th
works
rcidc
finest s
IS lor be
s. speller
cript ohtai
okkeeping
espondence
s. etc. By
nable for model il
texts, business for
, arithmetic, and
appointment only
us-
for
I TEACH BV MAIL
All Supplies furnished. W^rite
for details and my book. "How
to Become an Expert Penman."
FREE! Your name will be
elegantly written on a card if you
enclose stamp to pay postage.
Write todayl
T. M. TEVIS
SAMUEL J. MARGOLIS
Engrosser and Penman
15 East 167th Street, Bronx, N. Y.
nonials. Resolutions. Charters, Card Wr
Diplomas engrossed at reasonal
Con
for
THE AIVIERICAN PENMAN
America's Handwriting Magazine
Established 1884
Subscription price, $1.25 a year;
$2.26; three years, $3.00. Contai
ments of business writing, students' specimens,
ornate penmanship, engrossing, the Good
Writers Club, etc. Timely articles on the
teaching of handwriting by leading authorities.
Ask about the American Penman Certificate
of Proficiency.
Send 15c for sample copy.
The American Penman
55 Fifth Avenue New York, N. Y.
be pleased with the beauty and striliing appeal
25-C, Chillicothe, Mo. P. 0. Box 1023
24
The Educator
r*'/^r/^urj/rf
<'/yf/?r€/^:.j/ifff/r>//^/ff yf'/'^ . i^.y <<•/>< /^</>
f//A<'*f /v/? /'r/r/'e//<f//r /'f//^ <f//e, ///.j /fyrf/rr-
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Arf/'/e <///</ ff'^y/ f.jAf/'//.i A ^a//rf f)/.jffA'fir/fr
fy^ftfA
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f/ r'f/ Aff'/// ^/'/AA^
--y/ ^ rf'ff rrfftf, A Arrr/rA A<r/ AA/ fr // <A /r >f -
/ArrA rY> / f//rAf / / r-^. . AA*e .jAf/A, <f A /fAfr'.je
/// A/ r ,j Af^r> rA , /^r'e/'rAA// a'/'/'A AA/z^^o^ f/f.J<*.jA/i'.j
A ("/^//^/'fffyA Ajf'A/f AAf/'.j*^ -J Ar>j-//f^ .irr/Af'/ffjf
/■r// ^/"<>y ArrrA, /f/AA/ /Aj f>A'Afrj/-/AA/'//jA//7//A
A /A^ A/z</A^ jArff*rA//f/y rz /tf/^fA/ff/rrrA.
f'// /'i^yy ^y
This halftone was made frc
page was written by Charli
>ni a photostat and therefore the delicate lines were difficult to reproduce. This beautiful
on V. Howe, 2312 Girard Trust Bldg., Philadelphia, Pa., who for many years has been
of engravers' script. Engravers' script has always been one of the important styles used
by engrossers and still maintains that position.
The Educator
25
BOOK REVIEWS
Our readers are interested in books of merit,
but especially in books of interest and %'alue to
commercial teachers including books of special
educational value and books on business subjects.
All such books will be briefly reviewed in these
columns, the object being to give sufficient de-
scription of eacfi to enable our readers to de-
termine its value.
Fundamentals of Psychology In Sec-
ondary Education, by S. C. Garrison,
Dean of the Graduate School of Edu-
cation and Director of the Senior Col-
lege, George Peabody College, and K.
C. Garrison, Professor of Psychology,
North Carolina State College of the
University of North Carolina. Pub-
lished by Prentice-Hall, Inc., New
York, N. Y. Cloth cover, 599 pages.
This book is based upon recent scientific, ex-
perimental findings, and — a distinguishing feature —
it treats the school subjects psychologically. This
is not a book of psychological theory; it is a prac-
tical application of psychological data and prin-
ciples to the school problems.
The book is logically and conveniently divided
into 3 parts; Thought Problems and Selected Refer-
ences follow each chapter; 66 tables and 18 illus-
trative figures; the fact that all the data, the prob-
lems treated, and the treatment itself are UP TO
DATE — in line wih modern viewpoints and meth-
ods.
Business Organization and Practice,
by William B. Cornell. M. E., Profes-
sor of Management, Chairman of De-
partment of Business Management,
School of Commerce, Accounts and Fi-
nance, New York University, and
John H. MacDonald, M.C.S., Assistant
to the Vice President and Treasurer,
National Broadcasting Company, Inc.
Published by the American Book
Company, Cincinnati, Ohio. Cloth
cover, 622 pages.
In this book the authors have brought up to
date their earlier text, FUNDAMENTALS OF
BUSINESS ORGANIZATION AND MANAGE-
MENT. In order to make the subject matter
abreast of the latest developments in the field of
business organization and management thev have
consulted numerous business men of high' stand-
ing. Furthermore, they have secured the advice
and assistance of many teachers in order that the
presentation may meet modern methods of teach-
With its comprehensive instruction and general
business principles the book serves as a senior high
school text in business organization and manage-
ment. Although suited for all commercial students
it is of particular interest to pupils in secretariat
and bookkeeping courses.
An outstanding feature of this new book is its
co-ordinated development. Pupils are given a clear
picture of the problems in the business field and
the relationship of the different types of business
and their departments by means of a logical series
of related chapters.
Numerous additions have been made to the prac-
tical questions and problems at the ends of the
chapters. Many new charts and illustrations stim-
ulate interest and aid pupils in visualizing the
points presented.
Many of the chapters have largely been rewrit-
ten and expanded. New subjects have been added,
treating business as it is today being affected by
the changed social, economic, and political con-
The chapters in Part VII, From Student to
Business Man, are new. They discuss the pupil's
vocational interests, the importance of starting right
and of adjusting oneself to new situations as they
arise, the need of personal budgeting and saving,
making investments in substantial securities, and
general principles to follow in selecting a business
elf.
The Table of Contents is as follows:
PART I
Introduction
THE EVOLUTION OF SOCIETY AND
BUSINESS
PART II
THE NEW ENTERPRISE
Starting a New Enterprise
Business Ownership
Providing Investment Capital
Providing Working Capital
PART III
PRINCIPLES OF MANAGEMENT
Business Organization
Business Management
PART IV
DEPARTMENT, SERVICES, AND
EQUIPMENT
Correspondence and Filing Department
Office Services
Office Equipment
Finance and Accounting Departments
Credit Department
Purchasing Department
Storeskeeping and Traffic Departments
The Sales Department
Advertising and Sales Promotion
Manufacturing Department
PART V
THE HUMAN FACTOR IN BUSINESS
Personnel Administration
Training and Protecting Employees
Graphic Presentation
Budgeting For Busin
PART Vll
FROM STUDENT TO BUSINESS MAN
The First Job
Holding a Job
Lookinij Ahead: Personal Money Manageme
A Business of One's Own
Junior Business Training for Eco-
nomic Living, by Frederick G. Nichols,
Associate Professor of Education,
Graduate School of Education, Har-
vard University. Formerly, State Di-
rector of Commercial Education. New
York and Pennsylvania: also Chief,
Commercial Education Service, Fed-
eral Board for Vocational Education.
Published by American Book Com-
pany, Cincinnati, Ohio. Cloth cover,
678 pages.
In this book the author emphasizes "economic
training" that results in right "economic living"
for one's immediate personal satisfaction and future
economic security. Throughout, he has considered
the citizens from the standpoint of a consumer. It
is. therefore, basically a "consumer-knowledge"
In the following ways the book seeks to pre-
sent the simple principles of economics which play
an important part in satisfactory living in the
present and for achieving economic security for
the future:
(1) By directing the pupil's attention to eco-
nomic matters through an abundance of read-
able material in the text.
(2) By stimulating thinking about economic
problems of immediate interest through the
use of well-chosen and carefully selected ques-
tions and problems.
(3) By an adequate review of economic prin-
ciples through the introduction of word lists
at the conclusion of each unit of instruction.
(4) By placing in each unit of instruction a
series of arithmetical problems in the solu-
tion of which an important lesson in personal
economic living is taught.
(5) By introducing appropriate pictures and il-
lustrations.
The central theme running throughout the course
is "personal economic security." The pupil is
shown why he should be concerned about his per-
sonal economic affairs. More than 1000 problems
dealing with both relative and definite values are
given in the text, and these have, as far as possible,
been brought within the range of the "potential ex-
perience" of the pupil. For example, the family in-
come and budget are within the pupil's potential
experience, likewise the father's insurance problem,
etc.
Like the principles, the problems are treated
from the standpoint of the individual's personal
needs and not from the standpoint of business
management. Many different types of problems
have been included. Some are designed to de-
velop careful thinking, to distinguish between right
and wrong statements. Some require the pupil to
check up on factual data, while others seek to find
out if the pupil can do something he has been
taught to do. Various other kinds of exercises are
included. These problems offer a great variety of
material and are arranged progressively in the
order of their difficulty.
Good handwriting \s emphasized. The ability to
do arithmetical work quickly and accurately is a
primary aim of the course. The development of
"figure sense," the faculty of seeing the true re-
lationship between "price" and "value" is stressed
even more than is mere calculating ability.
According to present accepted thought in regard
to a commercial course, training pupils for office
work is a function of business training which is
being delayed until the senior high school and
college period. Hereafter, commercial training will
be based on a cultural-economic foundation and
less on technique in the skill subjects. The em-
ployment situation has become such that usually
boys and girls with a good background of prepara-
tion are being given the preference by employers.
In his new course Professor Nichols meets this
growing condition.
Fingers that Talk, by Ralph Haef-
ner. Ph. D. Published by Gregg Pub-
lishing Company, New York, N. Y.
Paper cover, 122 pages.
This typing work book, for children from eight
to twelve years of age. opens a new and fas-
cinating field for the child and for our world of
education. It records the adventures of Grace
d John in learning to typewrite and is adapted
for
The
utho
-chool.
■nth the inves-
tigations and development of the use of the type-
writer as an influence in elementary education since
1929. Through his connection with Columbia
University in a research capacity, he has had a
splendid opportunity to investigate and prove the
educational values coming from the use of this
modern and fascinating business tool — the type-
writer— when tied up with elementary education.
The purpose of the book is to: First, provide
the child with a large number of typing activities
which are educationally valuable; second, to give
the child a systematic method of operating the
typew-riter so he can later develop any degree of
skill needed.
The work is divided into four types.
(a) a simple preliminary explanation of the steps
in operating a typew-riter
(b) lessons for developing systematic finger
fc) lessons emphasizing important phases of
language and composition
(d) lessons in original composition, such as
writing sentences, stories, and letters.
All of the material in the book has been tried
out for more than two vears with hundreds of
children in the third and fourth grades.
I
JThe McGhee Studio
t
Makers and Designers of i
FINE DIPLOMAS j
Estimates furnished i
143 East State Street (
Trenton, N. J. (
i
Home Study
Train for business leadership in your own home.
Courses in Accounting. Secretarial Science, and
Commerce. 30th year. Member National Home
Study Council. Placement service with superior
employment opportunities in the great Mid-
continent oil belt. Write for FREE bulletin.
Department E.
HILL'S BUSINESS UNIVERSITY
Oklahoma City, Okla.
26
The Educator
Lessons in Modern Engrosser's Script
Prepared in the office of The Educator
Use a good grade of % inch ruled paper and a Fine Writer pen.
Make the w the same as the u, except the finish. Study the size and location of the dot. Are all of your
hair lines curved gracefully and running in same direction? Get ending and beginning strokes parallel. Cut the
tops off straight and get turns at base line even. Raise the pen at the base line each time.
The r begins like n. The finish is slightly different from w. It resembles a small c. Hair lines should run
along the shades, not through them. The second up stroke curves same as the first one.
The X is like the last part of n with a compound curved crossing. Notice the light suggestion of shades on
the ends of the cross stroke. Don't be careless or go too fast. Be sure and firm.
Write each word separately. Watch size. Weight of strokes is also very important.
See that your work has a good general appearance, not spotted or off slant. Uniformity is very important.
Turn the hand well over on the side to get a good firm foundation. The movement, unlike in business
writing, is mainly finger.
This is one of the most beautiful styles of writing and is used extensively by engrossers.
Let us see your best efforts.
QMotts
/SCHOOL PENS
Universally recognized
as the most perfect pens
made.
They never fail to give
entire satisfaction.
Send 10c for a sample
No. 41 <^3rd including the two [s^^j jqjj
styles illustrated.
ALFRED FIELD & CO., INC.
93 Chamben Street New York, N. Y.
A letter from \V. Leroy Bro«ii,
17416 Clifton Blvd., Cleveland, Ohio,
states that he is having a good year
in the engrossing work. Mr. Brown
has been in Cleveland for many years
and does very high-class engrossing.
W. J. Hamilton, 176 Western Ave-
nue, Lynn, Mass., writes a beautiful,
bold ornamental hand as displayed by
an envelope before us.
I Thirty Years of Distinctive Service to Teacher and Employer
' Our specialty is placing commercial teachers. Our candidates have
J been sent to every state and sexcral foreign countries. Let us help you.
« Continental Teachers* Agency, Bowling Green, Ky.
The Educator
27
William Anthony McGuire, a long
J. F. Toledo, a student of Enrique
time associate in the theatre business 'Benguria, Habana, Cuba, writes beau-
of Ziegfeld, it is claimed writes all of ornamental cards. He is a sub-
his plays m longhand. Mr. McGuire, „ ,
like many authors, is able to think scriber to The Educator followmg the
better when writing in longhand. course of lessons.
A very beautiiul pen and ink drawing by David J. Person, Carthage, S. D.
A novel signature by C. O. Ellefson, P. O. Bo
1028, Proctor, Minn.
^, ,^t:/^
^-^^^^^^'^^C^^Ci^^x^ y'r?.^i:yL.-^(-'£^c-7<^ ^^sj^-z-z-*^
This beautiful business writing was done by Cordelia Esham, a student
of H. F. Hudson, Beacom College, Wilmington, Del.
28
The Educator
Adjusting the Formal Subject of Handwriting to the
Progressive Secondary School Program
Handwriting is a fundamental
school subject. It takes its position
along the side of reading, English and
mathematics. Morrison clearly ex-
presses its indispensability: "When
the pupil arrives at the point at which
he can record his thoughts, we have
the only picture of his thought life
which we can get at . . . We can in-
duce him to write what he means and
that is a tangible instrument for clar-
ifying his thought and organizing his
thinking in logical coherency." i
For the last several decades the de-
manding Importance of handwriting
has been disregarded pretty generally.
This may be partially attributed to
the inability of the majority of teach-
ers to produce results. Administra-
tive people do not understand the pro-
cedure and ignore it. Why do not our
State Departments of Education make
a legible hand and efficient teaching
methods of handwriting one of the
basic requirements for certification?
If this were to prevail, soon we would
have a wave of good writing sweep
over our schools. Not having been
trained in the technique of handwrit-
ing, teachers are confronted by a task
that they attack blindly. The result
is a paralyzing effect on all interest,
enthusiasm and desire which a child
may possess for this skill. The desire
of communicating ideas is inherent;
and we can use this curiosity of the
child as a motivation. But pure prac-
tice is low in stimulation. And writ-
ing, like all complex motor a«ti\ities
reiquires a long period of painstaking
practice to overcome the initial dif-
fuse movements and to habituate the
writing muscles to swing into the
rhythm which differentiates good
writing from scribbling.
The necessity of having handwriting
as nearly automatic as possible brings
the practice period into the field of the
adolescent to complete the habitua-
tion. For the right kind of practice
must be carried on until the pupil is
able to withdraw all consciousness
from the writing act. "The only kind
of practice in writing that will bring
about automatic writing is to have the
child think his own thoughts, as he will
have to do in later life, and then ex-
press these in writing as rapidly and
By Minnie Knepper
legibly as possible." ;• It is not suffi-
cient to treat writing as incidental to
the other work in the school. The
child needs to have his attention called
to the requirements of writing itself.
If this is done incidentally to the study
of some other subject, the child's at-
tention is divided. A skillful teacher,
thoroughly in love with this work, ap-
preciating all persevering efforts of a
pupil and enthusiastically leading to-
ward the ideals of beauty and legibil-
ity engenders in his pupil pride, self-
interest and enjoyment in executing
smooth rhythmic script. This is the
type of penmanship teacher that the
adolescent must have in the junior
high environment.
Correlation in its completest sense
must be carried out with other school
subjects in the secondary school. The
Freeman writing manuals are based
entirely on correlation. In the writing
period Freeman places the applica-
tion on such projects as (1) arrange-
ment of composition on the page, (21
arrangement of arithmetic problems,
(3) use of conventional forms of cor-
respondence, C4) practice in writing
without lines, s Correlation by means
of Activity books is one earnestly and
joyously entered into by the pupils,
and will correlate writing with litera-
ture, English, art, health, history and
geography. We correlate with music
by getting the rhythm with radio
music of suitable tempo.
Clubs organized in home rooms, two
Clubs per group, having names suit-
able to the subject, (Scribes and
Scriveners were used by two of my
clubs) colors to wear during writing
exercises, points to win in execution
and a corps of officers meet the social
needs, create a friendly rivalry and
bring marvelous results. The officers
have assistants appointed to assist
those not up to their grade standard.
Each keeps a graph and once a week
the teacher grades some of the cor-
related writing in other subjects and
the graph is revised. The graphs
especially are enjoyed by pupils and
very few would suffer a downward
deviation. The home room Club which
wins the highest per cent of certifi-
cates for proficiency for the year be-
comes the proud possessor of the cov-
eted pennant awarded for one year.
The pennant is three feet in length,
shaped like a steel pen and made of
silvery felt with markings of black. It
is lettered Best Writers.
A standing committee composed of
one representative from each Club
elected by his Club has charge of
many of the extra writing affairs of
the school. They arrange and have
beautifully written any needed school
resolutions, pen names on attendance
certificates, write programs posted by
the teachers, and arrange for the
writing of invitations needed for any
special affairs. They also arrange for
an annual display of penmanship work
of the school in a large window In the
business section of the town taking
entire charge of the affair. This com-
mittee also appoints sub-committees
when needed. One of latter promotes
and carries into execution a scrap
book of beautiful specimens. This is
an activity that is especially liked by
pupils and proves to be a coveted
honor. The teacher is a supervisory
member of the committees. She has
the last word on the selection of the
worth of specimens for the scrap
book.
In the reading room, a sub-commit-
tee has one corner fixed up as a Writ-
ing Nook. Here is a table for the
scrapbook, the activity books when
completed, and any interesting books
about the art of writing that can be
obtained. Many beautiful drills in
colors, poems in beautiful writing, let-
tered poems, and poems written beau-
tifully with illustrated art in outline
are displayed on the walls in the
Nook.
With such an interesting and at-
tractive program as this, pupils' writ-
ing scores far above the grade sixty
on the Ayers Scale which Cox sug-
gests is high enough for the maximum.
We had this interesting development
that less than one per cent graded as
low as sixty and very many swung
far above Freeman's A grade on his
Scale.
1 Henry Morrison. The Practice of Teaching in
the Secondary School, p. 11-
2 Marv E. Thompson, Psychology and Pedagogy
of Writing, p. 119.
3. Frank N. Freeman, How to Teach Handwriting,
ifC-^.-<:^--i^^r-s;r...'C^^C-€^ .-<;^-tf:"-'^^t:>Z^>?5'-?^2-.
tf^*— ^'i-.' ,£^-'£
— ^#^-«^--5!'Z-*^ .
The Educator
29
'^i
O &S)
tfovtntbc char-
acter, anb tlic
character forms
t6« coanicnaiice,
[ob ttiabe tfte
features, But cac^
matv makes His
coutitenance .
t#!
^.
This beautiful piece of illuminating was made by Sis
Sisters of Lodi, N. J., while taking special
30
The Educator
A graceful flourish from that well-known penman, H. P. Behrensmeyer, Quincy, III.
Business writing by G. L. White, Richmond Business College, Richmond, Va.
C-6^
ant.
■t^
A skillfully executed alphabet by W. M. Carr, 31st. St., Station P. O., Detroit, Michigan.
25 Cards for 50c, postpaid
Distinctly Individual - Handwriting Christmas Cards
These cards have a strong penmanship appeal. They are admired by everyone who sees them because of
their beauty and dash.
USE THESE CARDS THIS CHRISTMAS
Twenty-five designs to select from. They are different and distinctive. Postal card size, printed in black ink on
good heavy cardboard. Price, on blank Christmas cards, 50c per set of 25, postpaid; 100 cards, $1.80; 500 cards,
$8.50; 1,000 cards, $15.00. A penman's Christmas Card for li/jC.
THE ZANER-BLOSER COMPANY
612 NORTH PARK STREET
COLUMBUS, OHIO
ZANER'BLOSER
fountain pen
and pencil
Christmas Special Order Blank for
The Zaner-Bloser Finger Fitting Fountain Pen and Pencil
The Zaner-Bloser Co.,
U12 N. Park St., Columbus, Ohio
Please send me Zaner-Bloser "finger fitting" Parker-made
(Quantity)
Fountain Pen and Pencil Sets at the esjieeial low price of ^.5.-50 per set, postpaid.
Check color wanted Check clip or ring
D Mottled Blue & White wanted Individual Prices
D Black n Clip for Men \J One Fountain Pen .$.3.50
n Modernistic Blue & White G Ring for AVomen □ One Pencil $2..')0
Name
□ Cash enclosed
Address
n Send C. O. D. ;• . ■ ■ •
Position ■ 1
Patented in U. S. A. and Canada .
The Educator
Pliiladelpliia's
Most Convenient
Hotel
Here at the Hotel Philadelphian, you have charm of fine living combined
with delicious food. Location — convenient to all stations — 8 minutes to the
business section — away from congestion and noise. 600 rooms each
with bath. Unlimited Parking.
$2.50
SINGLE
WITH BATH
HOTEL
PHILADELPHIAN
$4.00
DOUBLE
WITH BATH
{Formerly Hotel Pennsylvania)
39th and CHESTNUT STREETS
Daniel Crawford, Jr., Manager
PHILADELPHIA
A Course
in Transcription
A New
Text
of a
New
Type
Progressive drill in the
application of typing
which is of most im-
portance in the Busi-
ness world.
by Edmn Riemer
Clmirman, Department of Secretarial Studies, James Madison
High School, Brooklyn, N. Y.; Chairman Department of Sten-
ography and Typewriting, Central Evening High School,
Brooklyn. N. Y.
The Practical Answer to an Urgent Demand
Only too familiar is the pupil who takes dictation rap-
idly, operates a typewriter rapidly, but cannot tran-
scribe rapidly. Yet transcription is of paramount im-
portance.
Here is a book to bridge this awkward gap. Beginning
with a thorough review drill in typing, it proceeds to
cultivate the ability to turn out good mailable tran-
scripts from shorthand notes.
There is no shorthand in this book. It is intended that
shorthand material for transcription be taken from the
basic text, or from the student's or teacher's own notes.
A Course in Transcription thus functions perfectly,
whatever basic text the class may use.
PITMAN PUBLISHING CORPORATION
New York Chicago
The Educator
ZANER-BLOSER
fountain pen
and pencil
Christmas Special Order Blank for
The Zaner-Bloser Finger Fitting Fountain Pen and Pencil
The Zaner-Bloser Co.,
612 N. Park St., Columbus, Ohio
Please send me Zaner-Bloser "finger fitting" Parker-made
(Qudntity)
Fountain Pen and Pencil Sets at the especial low price of $5.50 per set, postpaid.
Check color wanted Check clip or ring
D Mottled Blue & AVhite wanted Individual Prices
□ Black n Clip for Men D One Fountain Pen $3.50
n Modernistic Blue & White D Ring for Women D One Pencil $2.50
Name -
□ Cash enclosed
Address
n Send C. O. D.
Position
Patented in U. S. A. and Canada
Published monthly except July and August at 612 N. Part St., Columbus, O., by the Zaner-Bloser Company. Entered as second-class
matter November 21. 1931, at the post office at Columbus. O., under Act of March 3, 1879. Subscription $1.25 a year.
The Educator
Professional Training
in Shorthand
Post-graduate courses at The Gregg College
thoroughly prepare for private secretaryships, court
reporting, and commercial teaching positions.
All departments are in charge of expert and
experienced instructors. Graduates are uniformly
successful and are located in all parts of the United
States.
Students for beginning or advanced courses may
enroll any Monday — progress being individual.
Day and evening sessions open all year. Free Place-
ment Service.
Write today for catalogue giving details about
tills most distinctive school.
THE GREGG COLLEGE
6 North Michigan Avenue
Chicago, Illinois.
CHICAGO'S
Newest Hotel
OFFERS
FREE Radio Loud Speaker
Circulating Ice Water
Tub Bath or Shower
in every room
Garage with direct entrance
to Hotel
Rates
From
J|)2.U0 Single
$3.00 Double
Harrison Hotel
Harrison Street
{Just off Michigan Blvd.)
OO
ANDREW C. WEISBURG, President
EDWARD W. JACKS, Manager
Illustrated Booklet Sent Upon Request
Printing....
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^
OUR SERVICE
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Pen Ruled Forms — They save the eyes
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PRINTERS
240 Norrh Fourth Si. Columbus. Oh
School Activities
The National Extra Ciirricular Magazine
Our Best Testimonial and Proof
of unusual Reader Interest —
.... the number of School
Activities readers has in-
creased 400% during the
depression!
Many of our readers tell us that their copies of School
Activities are in constant demand not only in their
schools but at church and other community functions.
Subscription Rate — $2.00 per year
The School Activities Pub. Co.
1013 WEST SIXTH STREET
TOPEKA, KANSAS
TJie Educator
"AT YOUR SERVICE
ffififfi
/^ NEW YORK CITY
When you visit the "Big City",
pick the New, 26 story Hotel
Piccadilly ... a select address
in Times Square — just a stone's
throw from "Radio City", 69
theatres, 5th Avenue and railroad
terminals. Favored by teachers
from coast-to-coast.
Enjoy maximum comfort at mini-
mum cost ! Bright, quiet, richly
furnished rooms — with baths —
deep, soft "sleepyhead" beds
and all up-to-the-minute con-
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low as
$050 $050
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Write for reservations. Ask
for free ••Guide-Map" of N. Y.
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PICCflDILL
More Writing Mileage!
THE
SPENCERIAN
"BIG DIPPER"
RESERVOIR PENHOLDER
{including a Spencerian "Everhrite" rustless
steel pen and a "Big Dipper" reservoir in a
well balanced, colorful holder.)
writes up to 300 words at one dip!
A ^^C At Your Favorite Stationer
PIT on this seven league writing boot — a steel pen
that writes an average length letter at one dip ! A
special streamline holder and reservoir pen storing
3 times more ink. It provides fountain pen efficiency
with the pen point action, style and writing ease you
have always enjoyed in a Spencerian Steel Pen.
And what a relief to know you won't be stopped in the
midst of flourish or delicate line by a dry pen ! Use
your favorite Spencerian Steel pen with the "Big Dip-
per" reservoir. Points are interchangeable. Easily re-
moved for cleaning.
It Fits the Popular Carter Ink
Cube Stand
Makes An Inexpensive Desk Set
FREE— FOR PENMANSHIP TEACHERS
The instruction manual "The Spencerian System of
Muscular Movement Writing" and samples of Spencer-
ian School Series Steel Pens sent to penmanship teachers
free upon request. Please mention your usual source of
supply.
SINCE 1858
E BEST PEN NAME
SPENCERIAN PEN COMPANY
349 Broadway, Dept. F, New York, N. Y.
The Educator
Everybody Should Have A
Kno\vledge of Bookkeeping
An understanding of bookkeeping principles and a general
knowledge of bookkeeping practice is an asset to every con-
sumer. This basic bookkeeping knowledge may be obtained in
one jear with
Intensive Bookkeeping and Accounting
By Edwin H. Fearon
Peabody High School, Pittsburgh, Pa.
A textbook designed for a one-year liigh scliool course — a simple and
understandable presentation of the subject.
INTENSIVE BOOKKEEPING AND ACCOUNTING goes direct to
the matter in hand and avoids the many technical digressions that are possible
in a bookkeeping course. The amount of time usually spent on repetitive
drills is greatly reduced.
Voluminous practice sets are not used — just ordinary ruled journal,
ledger, and work sheets that can be bought in loose form at any stationery
store. This material is also available in bound form at reasonable prices.
There is a definite saving in time and money for those students and
schools that adopt INTENSIVE BOOKKEEPING AND ACCOUNTING.
List Price, $1.80
Bookkeeping teachers are invited to send
to our nearest office for a sample copy.
THE GREGG PUBLISHING COMPANY
New York Chicago San Francisco Boston Toronto London Sydney
^^^*^^^
COLUMBUS, OHIO, NOVEMBER, 1936
One of America's Skillful Penmen, S. M. Blue, Passes Away
It is with deep regret that we an-
nounce the passing of Stanley Mat-
thews Blue, known to many penmen as
"Billy" Blue.
Mr. Blue was one of the outstanding
business and ornamental writers. He
was born July 12, 1874 at Princeton,
Ohio. At the age of 3 he went to live
with his grandparents on a farm near
Cincinnati where he attended a country
school and later liigh school in Middle-
town, Ohio. In 1897 he entered Ohio
School of Business, Dayton, Ohio. In
1898 he entered The Zanerian College
at Columbus, Ohio, working his way
through and graduating March 22, 1901
with a handwriting excelled by few pen-
men. He taught penmanship in Broken
Bow Business College. Broken Bow,
Nebr.; Grand Island, Nebr. Business
College; Beckers Business College,
Worcester, Mass.; and worked in the
office of The Educator doing office
work and skillful writing.
On August 31, 1903 he was married
to Miss Maude Jacobs, of New Helena,
Nebr. In 1908 he went to Portland and
taught in Armstrong Business College
for a number of years. He was em-
ployed in the assessor's and auditor's
office. For the past 19 years he has
been employed by the S. P. &. S. Rail-
road. His death occurred on Septem-
ber 4, 1936. Besides his wife he is
survived by a daughter, Zanerian Lef-
flngwell of Los Angeles, California, and
a grandson Richard.
Mr. Blue's skillful penmanship graces
the pages of many scrapbooks contain-
ing the finest collections of penmanship.
When Mr. Blue worked for the
Zaner-Bloser Company he came under
the influence of those two masters,
Zaner and Bloser. He took a special
liking for the work of Mr. Bloser and
succeeded in writing a similar style. In
fact, it was so similar that experts often
found it difficult to distinguish the dif-
ference between the two men's work.
Some years ago The Educator pub-
lished a great deal of his work.
believed in good penmanship and as the above shows was able to write in a superb way. It was his ability in penmanship
that secured hijn his position. The work of S. M. Blue entitles him to be ranked among the master penmen.
THE EDUCATOR
Published monthly (except July and August)
Bv THE ZANER-BLOSER CO.,
612 K. Park St., Columbus. O.
E. A. LUPFER Editor
PARKER ZANER BLOSER Business Mgr.
SUBSCRIPTION PRICE, $1.25 A
(To Canada, 10c more; foreign. 30c mon
Single copy. 15c.
Change of address should be requested pn
if possible, giving the old as \
the
addr
Advertising rates furnished upon request.
THE EDUCATOR is the best medium
brough which to reach business college pro-
rietors and managers, commercial teachers and
tudents, and lovers of penmanship. Copy must
each our office by the 10th of the month for the
The Educator
Modern Hand\vritini
By E. A. Lupfer, Zanerian College, Coluinbus, Ohio
No. 3
/^(J'c
Every one has to address envelopes. The above is the approved way of arranging the address. Legibility should
be the first consideration on an envelope. Thousands of letters go into the dead letter office because of poor writing.
Avoid questionable abbreviations.
The N begins the same as a nunilier of other letters like the M, H, K, etc. The lieginning movement is an
indirect oval. Practice the indirect oval, then make the letter N. Notice the change of motion from tlie indirect
to the straight line and finally to the indirect motion. The second part of the N should not be as higli as the first
part. If necessary stoj) at the bottom to get a good sharp retrace. Pick out about four or five things to aim for in the
letter N. 1. Curve the beginning stroke. 2. Avoid a loop at the base line. 3. Get three turns. 4. Finish like tlie
small letter i.
52j2-?,^^ "/TTTTTJ^^T^.^ TTT??^-??^'?-,^ 9779??9-.^^
TV 7l^ ?ly 7ly ^/V %9ly9ly%fly%7b?l?I^
The first exercise is very good for develojiing a free movement in the M and N. Let the arm roll along freely,
getting a graceful rounding turn at the top and a sharp point at the bottom. If you liave trouble getting a loop at the
base line we suggest that you stop on the first retrace at the base line. Make enough of these exercises so that you can
make them with ease and confidence. Put a ruler along the top of the strokes to see if they grade down gradually.
Be sure that you get three turns at the top of the M. Watcli the spacing. There are three spaces at the top of
the letter whicli are about equal.
Write the words and aliljreviations, working for uniform slant, equal .spacing, regular alignment and a free
qualit}' of line. If you have difficulty in making a letter, keep on studying and practicing. Quitting will not help you.
The Educator
T/i^
With a dry pen retrace freely the retraced M. In retracing ^our own letters be sure to keep them neat and do
not sprawl them out. This copy shows the similarity of form and nioveraent of the capital M and small letter m. There
is very little difference except the size.
/V 6't7^2--2-'Z:;i!>€=2-'-^^^--- //L<7-7^zy.
Here are some common words and abbreviations. Master them. Watch the space between the capitals and the
following letters. Do you make the capitals and small letters freely? They should be made at about the same rate
of speed.
Most students can well afford to spend considerable time developing the small letters m and n. So many letters
are patterned after these letters that it pays to get them well. Be sure that you get turns and angles where they belong.
Roll along on the muscle of the arm. Let the little finger glide on upstrokes and drag on down strokes.
^cx Jk^
All students should be able to write the word Thanksgiving,
loop letters above and below the line.
Practice the T and other exercises. Watch the
The secret of good penmanship is intelligent study and repetition. You should review often the letters which
you have previously studied. Each time you go over a letter you will discover something which you did not see be-
fore. Retrace the capital A six times. It begins with an oval motion and changes to a straight line motion. You
should, therefore, work in a little of the oval exercise and also straight line exercise. Make exercises and letters at
the same rate of speed. Notice the similarity between the capital letter A and small letter a. Both have a slanting
oval body with finish similar to a small i. The two turns at the base line should be equal in width. The upstroke of
the body oval is not as curving as the down stroke. Be sure that you get a sharp angle on the retrace at the top of
both capital and small letters.
10
The Educator
It takes perseverance to learn a skilled art like penmanship. Practice the combinations and words beginning
with A.
This will help you lay a good foundation for writing any word. Watch spacing and movement. Some of these
combinations may not be easy, however, you will have to write similar combinations everyday.
The O is a slanting oval with an upward finish mucli like in the small letter i. Study the slant of the small
loop formed at the top of the letter. Both sides of the letter should be curved evenly. The top should also be as
rounding as the bottom.
The body of the small o is made with a quick rounding motion. Stop at the top and make a quick revolution,
glide to the next letter, stop, and make another quick revolution. Study this motion at tlie blackboard.
C7"7^^i^ (^-ty CM>cy a-c^-^ cT-ix^^ c^^ (7<±y o-iy
(9-z:^
Work on these combinations, giving special attention to the gliding stroke joining the o to the following letter.
This joining should be high. If you drop it too much it will look like a poor a.
Practicing capital letter combinations develops freedom.
Write the word writing, tlien compare it with the copy and see wherein it could be improved.
The clian<cs iic %iiii \m1I li i \ ( ticiulilc uith tlie W, ospciiilh the roti uis ind striight hncs Iherttoie, piac-
tice diligently the push-pull exercise.
The Educator
11
Make the beginning part of tlie W, then swing into the push-pviU exercise and finally finisli like tlie capital W.
Make about six of these groups across the page.
9^%- ^T^
%- 0^^^^^
Try mixing the exercise and the letter in order to carry the iftovement develojied in the exercise over into the
letter.
In making the W see that the three spaces in the letter are even. Finish the W the same height as you
finish the V (at two-thirds the height of the letter). If you draw a line across at the top touching the beginning and
ending strokes you will find that the W should slant down at the same angle as the V, N, U and Y. Make from 40 to
4.5 letters a minute.
^
It is always a good plan to break the letters up into parts and master the various parts of the letters. This
is especially true of the beginning stroke of W. Compare the capital W with the small letter. There is a radical dif-
ference between the capital and small letter. Both, however, should be finished high. Stop the motion on the small w
before making the final stroke.
O 0^097^X11
The X is made from the indirect and direct ovals. The first part is made in the same direction as the hands of
tlie clock travel. The last part is made the opposite direction.
Practice the retraced exercises for the X and finally work on the letter itself.
ay ay
%
ay ay
Af Ap
Make the letter a full space high. That is, touching the two blue lines. This will help you in getting the letters
the same height. Make about twelve letters on a line for correct width. Where letters are made too wide simply
try to increase the number of letters on the line and you will improve the proportion.
Reduce the size of the X so that there is a little white space between the top of the letter and the blue lines
above. Write the word many times and compare your efforts with the copy.
12
The Educator
(3
c^
Let us study the C more carefully and practice the different exercises given above. The C begins ivith a loop
resembling an O. These exercises are important and should be mastered. Notice the similarity between the capital C
and small c. In the small letter c there is a decided check in the motion on the retrace when written in a word.
The c starts with a dot. Keep top as rounding as the bottom turn. There should be no retarding of motion in
the capital. We begin with a free start and keep going until the letter is finished. The five joined letters should be
made without raising the pen.
l/k^ CL^^t^ O-^l^
""^^
Practice each combination and word separately many times. Be sure that you work intelligently. Compare
your work with the copy and try to find places in your work wliere it can be improved. Have others point out weak-
nesses.
The E begins and ends the same as the C but has an extra loop in the center. Do not check the motion at any
place on the capital E. Glide out of the letter the same as you do in the C or small i.
The running e exercise is a very good one to develop ease and grace. Try to get the exercise uniform in ap-
pearance. In making the connected e get them spaced evenly and get the downward strokes a little straighter than
the upward strokes. Be sure that your e's are open and distinct from the i. Watch that the down strokes are light in
pressure.
Letter combinations are very important. Stick to them until you have mastered them. Try to get your writing
as nearly automatic as possible. The way to do that is to practice on letters alone until you can make them properly.
As long as you have to think how letters are made your writing will not be automatic and easy. One of the aims in
this course is to write well when thinking of content. We suggest, therefore, that you do considerable actual writing
along with practicing these individual copies.
The Educator
13
A primary spelling and English lesson written by Betty Luttmann, a student in St. Agnes Schoc
shows the splendid correlation of handwriting and other subjects being done by St. Agnes School.
Specimens were received from Sister Wilma and Sister Amadea. They arc to be complimented or
penmanship.
I, Bond Hill, Cincinnati, Ohio. This
Sister Comitilla is the Sister Superior,
the fine free work they are getting in
14
The Educator
Handwriting in the
Elementary Curriculum
Reprinted from the Chicago Course of Study
"One of the most accurate indices to a teacher's
efficiency is the character of the papers and of the
blackboard work that his pupils produce. The
ability to train pupils to produce accurate written
work is a fairly good index to the teacher's general
capacity in hahit-building."
— Bagley.
Adequate motivation, liotli for tlie
teacher and the pupil, reiiuires a recog-
nition of the value of handwriting in
school and in life. While the use of
the typewriter is heing extended, both
in business and in personal affairs,
handwriting is still essential for many
purposes, and is used as widely, if not
more widely than ever. Legibility and
reasonable ease and fluency are, there-
fore, necessary educational objectives.
Fundamental Principles and Features
of Method
The success of a method of teacli-
Ing handwriting depends largely on se-
curing the right relation between rec-
ognition of meaning and sl<ill in execu-
tion. Some methods erroneously em-
phasize sliill to the exclusion of mean-
ing; others act on the assumption, that
if the child recognizes the meaning of
what he writes, tlie development of
skill will take care of itself. Writing
should have meaning to the child from
the early stages of practice, but appro-
priate exercises to develop skill must
also be employed.
Drill is essential in order that the
same exercises may be written over and
over again. Such drill, however, should
be introduced only as the child recog-
nizes the faults of his writing and his
need for special practice.
The types of drill whicli are used
should be as much like actual writing
as possible. This means that letter
drills should be em|)hasized more than
the more formal types of drills, such
as ovals, and push and pull exercises.
Most of the time of the writing per-
iod should lie spent in practice by the
child, and not in talking or in illustra-
tive writing by the teaclier. There
should be just enough direction to
make clear to the child what he should
try to attain and the general methods
which he should follow.
The work of the successive grades
should be adjusted carefully to fit the
stages of mental and jihysical develop-
ment of the child. The details of this
adjustment are brought out in the di-
rections for the various grades.
There should be the closest corre-
lation between the writing in the writ-
ing period and in tlie writing done in
other subjects of instruction. Correla-
tion should be carried out by introduc-
ing into the writing jieriod practice on
tlie specific problems wliich are met in
the other subjects. The child's writing
in the other periods should also be
checked up, so that he will take pains
to write carefully on every occasion.
Practice will produce improvement
only if the child recognizes his faults.
This can be brought about by helping
him to criticize his own writing. Crit-
icism should be made specific and an-
alytic. This child's attention should be
directed toward one aspect at a time.
The most important aspects of form
are uniformity of alinement, uniformity
of slant, letter formation, quality of
line, and spacing. In addition, atten-
tion may occasionally be directed to-
ward speed.
The most practical and reasonable
type of movement to develop is the
combined movement. In this movement
the liand carries the pen across the
page, and contributes to the formation
of the longer strokes of the letters,
wliile the fingers complete the details of
the letters. Appropriate exercises to
develop the sideward movement, and the
development of correct position will in-
sure development of this movement.
Ease and coordination, as well as
smoothness in letter formation, will be
induced by the use of rhythm in writ-
ing. Rhythm may be developed by us-
ing counting in a limited amount of
practice. Various methods of counting
may be used, such as numerical count-
ing, descriptive counting, rhymes, and
music. Counting should be used only
with repetitions of the same letters, or
with simple combinations of letters.
Tlie speed of counting should be care-
fully adjusted to the ability of the child
of the particular grade.
Careful attention should be given to
position from the time the child begins
to write at the desk. The fundament-
als of good position should be required,
but a military type of rigidity should
not be expected of the child. The fun-
damentals of good position are as fol-
lows:
The writer sliould face the desk
squarely.
Both forearms sliould rest about equ-
ally on the desk.
The paper should be directly in front
of the writer.
The paper should be tilted to the left
about thirty degrees.
(In case of the left-handed writer the
paper should be tilted to the right.)
The hand should be placed with the
palm down so that the wrist does not
slope more than forty-five degrees. The
hand should rest on the nails, or the
first joints of the third and fourth
fingers.
The fingers should be comfortably
curved and the penholder should be
grasped lightly.
The forefingers should rest on the
penholder below the thumb.
The pupils should sit in a reasonably
erect position.
The instruction in writing should be
individualized sufficiently to allow each
pupil to progress at his' own rate, and
to attack the special problems M-liich
he finds in his own writing. General
instructions and general principles may
be given to the pupils according to their
ability in handwriting.
There is much controversy concern-
ing the treatment of the left-handed
cliild. The safe procedure is to try to
get each pupil to use his right hand in
starting to write. If the child is very
strongly left-handed in evervthing else,
and appears to have great difficultv in
writing with his right hand, and writes
very poorly witli his right hand, he
should be allowed to use his left hand.
In such a case, great care should be
taken to see that he adopts the position
for the left-handed writer, and slants
his jiaper toward the right. The mat-
ter should be determined in the first
grade, and changes should not be made
beyond the second or third grade.
The teacher's writing has great in-
fluence on the writing of children. The
teacher should take pains to write well
on the blackboard, and to use the ap-
proved forms which are taught the
children. The teacher should also dem-
onstrate on the blackboard the method
of making the letters and other feat-
ures of execution, such as the rhythm
of the movement.
Motivation in writing is general and
specific. The sight of pleasing forms,
such as are furnished by good writing
on the part of the teacher and by pleas-
ing copies, is an incitement to the child
to write a good form himself. In ad-
dition, certain specific motives may be
used. The measurement of the indi-
vidual's progress by means of scales
and by comparison of one's writing at
successive periods of time, stimulates
effort. Individual and group competi-
tions, with or without awards, are also
effective, but they should be used in
moderation, and care should be taken
that they are so employed as to affect
the poor writer who needs stimulation
the most.
The Educator
15
INDIVIDUAL HANDWRITING CHART
Grade
The Way I Write
Room . ...
Writing Rate
1 1 1 2 1 3 1 4 1 5 1 6
HEAVINESS: 1 1 1 II 1 1
Correct Color 1 1 1 ll i 1
Irregular Color 1 1 1 II 1 1
Too Light 1 1 1 II 1 1
Too Heavy 1 1 1 II 1 1
1 1 1 II 1 J
SIZE: 1 1 1 II 1 1
Correct Size 1 1 1 11 1 1
Irregular Size 1 1 1 II 1 1
Too Small 1 1 1 II 1 1
Too Large 1 1 1 II 1 1
I 1 I 1) I I
LETTER SPACING: 1 1 1 11 1 1
Correct 1 1 1 II i i
Irregular 1 1 1 II 1 1
Too Close 1 1 1 II 1 1
Too Far Apart 1 1 1 II 1 1
SPACING OF WORDS: 1 1 1 i 1 1
Correct 1 1 1 1 i
Irregular 1 1 1 II 1 1
Too Close 1 1 1 II 1 1
Too Far Apart 1 1 1 II 1 1
1 1 1 II 1 1
SLANT: 1 1 1 11 1 1
Correct 1 1 i II 1 1
Irregular 1 1 1 II 1 1
Too Slanting 1 1 1 II 1 1
Lacking Slant 1 1 1 II 1 1
ALIGNMENT (Lines): 1 1 1 il 1
Correct 1 1 1 II 1 1
Irregular 1 1 1 II 1 1
Above Line 1 1 1 II 1 1
Below Line 1 1 1 II 1 1
1 1 1 II 1 1
BEGINNING AND 1 1 1 11 1 1
ENDING STROKES: 1 1 1 II 1 1
Correct 1 1 i II 1
Irregular 1 1 1 II 1 1
Too Long 1 1 1 II 1 1
Too Short 1 1 1 II 1 1
NEATNESS: 1 1 1 II 1 i
Usually Neat 1 1 1 II 1 1
Sometimes Neat 1 1 1 II 1 1
Not Often Neat 1 1 1 II 1 1
Tests
|l|2|3|4|5|i6|7l8|9|10
Letters
Per
Minute
120 1 1 I 1 1 II 1 1 1 I
110 1 1 1 1 1 II 1 1 1 1
100 1 1 1 1 1 II 1 1 1 1
90 1 1 1 1 1 II 1 1 1 1
80 1 1 1 1 1 II 1 1 1 1
70 1 1 1 1 1 II 1 1 1 1
60 1 1 1 1 1 II 1 1 1 1
50 1 1 1 1 1 II 1 1 1 1
40 1 1 1 1 1 II 1 1 1 1
30 1 1 1 1 1 II 1 1 1 1
20 1 1 1 1 1 II 1 1 1 1
10 1 1 1 1 1 II 1 1 1 1
Writing Quality
Points
on
Scale
90 1 1 1 1 1 II 1 1 1 1
80 1 1 1 1 1 II 1 1 1 1
70 1 1 1 1 1 II 1 1 1 1
60 1 1 1 1 1 II 1 1 1 1
50 1 1 1 1 1 II 1 1 1 1
40 1 1 1 1 1 II 1 1 1 1
30 1 1 1 1 1 II 1 1 1 1
20 1 1 1 1 1 II 1 1 1 1
Letters To Practice
Improve Form:
Joinings:
Prepared by R. T. ^^cideffer, Director of Elementary Education, Bakersfield, Calif., City Schools autlior of "ENGLISH, Teachers Guide i
Expression, Intermediate Grades.**
Oral and Written
The abov.
provide fo
Neideffer.
i intended as a simple classroom device for motivating and indi'
of speed and quality records according to standards. Those who
16
The Educator
Writing As A Tool of Expression
For Primary Children
By Mrs. Delia Petherick, Assistant Supervisor
From the San Francisco Public Schools Monthly Bulletin
The old idea of tenching children to
write "beautifully" before they had any
real need for writing falls within that
philosophy of education that empha-
sizes the learning of much knowledge
and many skills by the child prepara-
tory to living an adult life. The modern
philosophy of education, which sub-
scribes to the theory that children are
already living a full life as truly as
they will be twenty years from now,
stresses the teaching of writing as a
tool which has use only as it helps to
fulfill the need for individual expres-
sion. If writing is to be taught as a
usable tool and not a detached art, the
cliild must feel a real need for it, and
then must have suflBcient practice to
gain satisfaction from his effort.
In an activity program there are so
many motives for writing that children
learn the use of the writing tool in
natural, practical situations and not in
artificially set up ones. Enough real
needs can be found so that sulBcient
practice to fix the learning and to in-
sure satisfaction is the result.
When entering first grade, children
need spoken language more than writ-
ten, so writing in the low first grade
should not be forced. Large black-
board writing is suggested for the first
lessons in Grade One. Writing of the
name seems to be the desire of every
beginner. He is going to have a real
need for his name for he wishes to
identify his drawings, paintings, seat
work, or construction work. Other mo-
tives for writing in primary grades are:
labels for pictures; single words for
bulletin board or daily newspaper;
single words for weather report, as
"warm," "foggy," etc.; days of the
week, months, year, seasons, and holi-
days for newspaper and weather re-
ports; signs to put outside the door
to indicate to visitors what unit of
study is being carried on, as, "A Study
of Jungle Animals"; signs for the room,
as, "Painting Studio," "Sewing
Corner," "Milk People," "Songs We
Know," "Children's Art Gallery"; signs
for the library table, as "Handle Care-
fully," "Speak Quietly"; titles for chil-
dren's pictures chosen for the "Chil-
dren's .\rt Gallery"; names of coopera-
tive stories, borders, posters, etc.;
names for place cards at luncheon
table; signs used in connection with the
unit of study, as advertisements and
captions for a play, a puppet show or
for a store; invitations to parties or
performances: "thank you" notes for
favors granted or invitations accepted;
simple letters to children ill at home;
addressing envelopes for such letters;
labels for pictures in scrap books or
.\-B-C books; spelling words; short
compositions or stories; slogans for
special weeks and days, as Book Week,
Music Week, etc.; thrift and health
rules; holidaj' greetings as for Christ-
mas, Valentine Day, etc. These are a
few suggestions for real writing needs
in the lower grades. The clever teacher
will find many more as the unit of
study progresses.
Too great attention to the mechan-
ics of writing, such as the tools and to
position at seats and blackljoard, in the
beginning, interferes with the thought
process. It is well to remember, how-
ever, that every time a child writes he
is emphasizing either a good or a poor
writing habit. From the very begin-
ning, children should learn to stand at
the blackboard or to sit at their seats
in healthful position. Whole arm
movement should be emphasized both
on the blackboard and on paper to pre-
vent strain. Using the large muscles
instead of the small ones is stressed.
Letters should be so simply formed as
to be easily read.
Desirable principles for primary
teachers to remember in teaching writ-
ing are: first, that a tool cannot be
separated from its use, and the main
use of writing is expression; therefore,
all writing should have a practical rea-
son for being; secondly, that correct
posture at all times is essential to good
health; therefore, healthful posture and
lack of strain in writing are essential to
liealthful living; thirdly, writing which
cannot be read fails in its purpose, so
all writing should be legible. There-
fore, purposeful, legible writing at all
times in healthful position should be
the standard for written expres.sion in
the primary grades.
good friend, E. L. Brc
18
Ornamental Penmanship
Script by the late A. M. Wonnell
Study the long, graceful loops. See that the siiimII loops are open. Make sharp top f s and d's. Get a light
touch and a free movement.
'.Iii^
Dream Utttu ItmmuTl ;mi»
a*t umi bmmt 5a ttltall ithu he.
cuuic. 9itur itiitiim \ss the ^tnmtii»c
ufiithat itmi tthiiU smur itait he"
^
A very beautiful piece of work by J. B. Hague, Haring Studio, New York, N. Y. The grape border was in natural colors. The initial
It is otie of the 6nest pieces of work we have received for some time. Yc u will do well to study the excellent lettering and r
letter was in blu
^touching.
The Educator
19
Lessons in Card Carving
By J. D. Carter, Deerfield, 111.
Lesson No. 2
We are continuinp: strokes used in
Lesson Xo. 1 in a new design with a
knife.
Be sure your knife -is sharp. A keen
cutting blade gives so much better re-
sults in appearance that one feels re-
warded for the little time required to
put the keen edge on the blade.
In addition to the design cut with a
knife for this Lesson, I am including
siiMie cutting done with a steel pen, put
in the pen holder the reverse way and
sharpened.
Very pleasing results can be gotten
with a well sharpened pen that cannot
lie excelled with the sharpest knife.
We make the cutting witli the pen by
jiushing from the body in most strokes;
iiowever you can make the .strokes in
any direction if the cutting is at proper
angle.
By this time we are hojiing you are
beginning to make the cutting strokes
of lesson No. 1 very well.
Remember if you get tlie cutting
strokes well, it will be easy to cut elab-
orate designs to real satisfaction later.
The greeting card design of this les-
son is cut partly with knife and partly
with pen and is intended to suggest one
of many ways to use photo prints for
High School, Colleges, Lodges, Socie-
ties, etc. Try your hand for best re-
sults in this way. You can use the
compass to make circles and designs if
desired.
When you have worked entire Lesson
No. 2, send some of your best work to
me and I will gladly look it over for
you and return it to you with comment,
if you enclose postage.
If you want to know more about the
sharpened pen for Card Carving let me
know at the time you send in your
jiractice copy.
of 1 $1.(10. PRACTI-
R. R. 4 Bo
D. L. STODDARD
Indianapolis, l.nd.
EDWARD C.
MILLS
Script Specialists for Eng
aving Purposes
P. O
Drawer 982
Rochester, N.
Y.
Th
finest script obtainab
e for model il
us-
tratio
ns for bookkeeping tex
s, business for
ms;
works
on correspondence, a
rithmetic, and
for
reade
s, spellers, etc- By appointment only
"9
iffMa'^.
THE cottect POINT FOR
EVERY NEED
ornamental on each card:
21 Selected Xnias cards (vvitli t
liJ Christmas Gift cards (in d.
$L50
.50
r-fine)
iiy booklet of Calling
C. 0. ELLEFSON
"Minnesota's Master Penman"
Box 1028. Proctor, Minn.
P STEEL PENS
S.^MUEL J. MARGOLIS
A pen point should be as distinctly your own as
vour handwriting. Gillott's Steel Pens are especi-
Engrosser and Penman
ally designed to fit every writing need . . . indi'
59.1 East I67th Street, Bronx, N. Y.
vidual as your own handwriting. On sale at all
leading stationers. Send 10c for sample assortment
Te
limonials. Resolutions, Charters, Card Writ-
of 8 school pens.
ing
and also Diplomas engrossed at reasonable
ALFRED FIELD & CO., INC.
pn
es. Contracts also taken for engrossing at
rates. Envelopes addressed in ornamental
93 Chambers Street New York, N. Y.
20
The Educator
Otis Sked, Jr., AVilkes-Barre, Pa.,
who has been following the work in
The Educator for some time, sent us
this page of engrossing. The scroll and
initial letters were in colors and burn-
ished gold.
WHEN MY SHIP COMES IN
"When my sliip comes in."
You have heard that expression
hundreds of times. Y'ou have probably
used it yourself.
How can you expect your ship to
come in if you never sent one out?
It may be necessary for you to go out
with it.
Columbus went out with his ship.
If he hadn't gone out with it, it would
not have come in.
John D. Rockefeller sent out his
ship — The Ship of Fortune. It came
in laden with oil, which he converted
into gold.
He didn't get his fortune tlirough
luck or mere accident. He planned,
worked, and persevered.
Abraham Lincoln's ship — The Ship
of State — finally came in. He studied,
labored, and persevered in the face
of hardships and discouragement. His
ship had a long and perilous voyage,
but it eventually arrived safely. He
became the nation's greatest "pilot"
and one of the "world's six greatest
men."
Every successful man and woman,
everj'one whose ship has come in, sent
out a ship. Your ship will come in
some day provided you send one out
— pay the price of success. The old
"Ship Success" demands that you do
this. But it's worth it many times.
After all one's ship coming in is
nothing more nor less than success ar-
riving. Instead of waiting for it to
come in, you must make your prepa-
ration in advance — and keep working,
persevering, and struggling. Your ship
will then come sailing in some day,
and, incidentally, you will have "ar-
rived" too — and all will be safe.
It's entirely up to you, young man,
young woman, whether your ship shall
come in some day. Are you sending
one out?
I TEACH BY MAIL
All Supplies furnished. Write
for details and my book. "How
to Become an Expert Peiunan."
FREE! Your name will be
enclose stamp to pay postage.
1
i
Write today!
T. M. TEVIS Box 25-C,
ChiUic
othe. Mo
3H.n appreciation to
|c, th,c mancvgcment an6
.^i^ cuxpfoxjccs of tfic
taRe tfd-? oppovturdty oFtfiauRiug
It yo\i for tFtc gc\iCYOXLS Ftospitalit-y
1^ sHoun-i 8i) xjou on tf;c occasion
\^\ of our stove cutinq ficf6 at XjOiir
:^ BcaxttifiiC fiome an6 qvoun^s
on tFiC tFdrtccntfi, 6a\) of IRuaust
^ ,- rdnctcen ftuniNvc6 an6 \{\\x\\\ six.
The McGhee Studio
Makers and Designers of
FINE DIPLOMAS
Estimates furnished
143 East State Street
Trenton, N. J.
Catalog and Samples on Request
Ask about our Booklet Diplomas—
ginal specimens of Brush and Penwork
for sale— Engrossing
HOWARD & BROWN
ROCKLAND, MAINE
The Educator
21
Text Lettering
» » »
F. W. Martin
641 Atlantic Ave., Boston, Mass.
(nnanucn5l5 mncricimos
Practice the straight line stroke. Get them parallel. Notice the position of tlie two strokes. They are both of
the same length and the second starts liigher than the first. This condition prevails in many of the Old English letters.
Slide the pen when beginning a stroke as well as sliding it when you pick up the pen. This makes the end rounding
and graceful and the points sharp. Notice the numbers on the strokes. This suggests the order in which the strokes
should be made.
.'Vfter practicing each stroke and letter try your hand at writing words and lettering Christmas Cards.
Practice letters and words over and over again until they are so ingrained in your mind that you will never for-
get tlie correct form and that they will be drilled into the muscles and so fastened that the writing becomes automatic.
You will never be sorry for the work you have put into study and practice.
Ease of pen movement and lightness of touch are very important essentials in handwriting and one should work
untiringly to cultivate them.
The handwriting in other sub.iects is the real proof of handwriting ability, and success in this depends very
largely on your knowledge of letter forms and the skill in movement you have drilled into the arm. Study good writing.
You may recall how diiBcult it was for you at one time to spell easy words or add 2 and 2, and how in some
way you overcame those mountains in time without realizing it. The same thing will happen to your handwriting
today. Continue to study and practice and skill is gradually acquired. You may think the progress slow but don't
be impatient or too hard on yourself. If you are in earnest to become a good penman you will keep on and will
gain satisfaction in seeing your work improve.
Check your own writing with the copy. Perhaps you have missed some punctuation marks. Perhaps you have
left some letters open which should be closed or have closed some loops which should be open.
Fong Dong Chu, Kapaa, Kauai, T.
H., is practicing from the lessons in
The Educator and is doing remarkable
work, especially in the ornamental pen-
manship.
L. W. Heiser is the new head of the
Commercial Department of the Galla-
gher Sclicicil, Kankakee, Illinois.
:al, 201 doz., in script. 25c. Uathet, silk-
i for Resolutions, $5.00, including name
stanr\ped In gold, and paper. $6.00
Diplomas, Resolutions, Teslimonials-
Two large, well-made flourishes are
hereby acknowledged from Sam Garner,
Smartt, Tenn.
QUESTIONED
""JLyOCUMENTS
and dignified advertising cut made by J. Bradford Hague, Haring Studio,
15 Park Row, New York, N. Y.
FOR SALE
teacher Bus
Center.
ness School
Must sell
count of ill health. Wri
r'r THE EDUCATOR
MEUB'S
PROFESSIONAL
BLACK INK
The Ink Supreme for all fine
Made expressly for the Professional Pei
Engrossers of Ameri(
special bottle, with wide opening for use of ai
oblique penholder, costs 60c.
ALBERT P. MEUB. Expert Penman
0. Box 194 Pasadena. Californi:
22
The Educator
BEAUTIFULLY ADDRESSED ENVELOPES
by
-/^^■'t'^!^^^z^t^''&/'.
Examiner of Questioned Documents
Detroit, Michigan
yf^f
a£
The Educator
23
Ej. G. 1» -/I.
"We may point with pardonable pride
to the objective evidences on all sides
of tlie notable advances made in edu-
cational thought and practice during
the past fifty years. Administrators,
supervisors, educational laboratories,
and the teachers themselves, all have
contributed their share to bring about
the highly improved conditions extant
in every sphere of educational activity.
The progress they made and the
achievements they attained did not
however set up permanent goals of ac-
comjilishment, for new eras offer new
problems for solution.
As the direct agent of contact with
these ever changing problems, the
teacher must be prepared to adapt his
teaching technique to every contin-
gency. His need for assistance in this
connection is always an urgent one. To
this kind of service the Eastern Com-
mercial Teachers' Association has long
dedicated its eiforts. Once again, at
its next annual convention to be held
at the Statler Hotel, in Boston, March
24-27, 1937, it will bring together lead-
ers in business and leaders in business
education to discuss a theme of timely
import: "Foundations of Vocational
Testing in Business Education."
The educational program comprises
two general meetings and two sectional
meetings. At the general meetings
jirominent speakers will present their
views on the salient aspects of the
theme. At the first of the sectional
meetings the pragmatic implications of
tliese views will be clearly set forth.
The second of these sectional meetings
is an informal one in which questions,
pertaining to materials of instruction
or any phase of classroom procedure,
will be answered. This "Question Box
Session", whose popularity has always
been an outstanding feature, offers you
the opportunity of receiving the help
and ins|)iration that only the practical
advice of experienced, successful teach-
ers can proffer.
Avail yourself of this unusual oppor-
tunity. Prepare your questions and
send tliem in typed form to the Presi-
dent of the Association, Nathaniel Al-
tholz. Director of Commercial Educa-
tion, .500 Park Avenue, New York, New
York. To receive proper attention they
should reach him not later than March
10, 1937.
STILL FINDS PENMANSHIP
HELPFUL
George AV. Ricliards came to Colum-
bus, Ohio, in 1904. While in Columbus
he took some work in handwriting and
lettering. In later years Mr. Richards
moved to New Yorli State where he is
now engaged in farming. Recently
while on a vacation he dropped in to
see his friends at The Zanerian. During
his conversation he remarked that he
has been doing some pen work every
year. He stated that recently after a
hard day's work driving a heavy trac-
tor he lettered some school diplomas
to the amazement of the school officials.
This only proves to us that if one mas-
ters any branch of penmanship that he
never loses interest in it and that it
helps out greatly financially, and is also
a magnificent avocation even for a
man doing considerable heavv manual
work.
COME AGAIN
W. .\. Baird, the engrosser of 340-
83rd St., Brooklyn, New York, dropped
into the office of The Educator recently
on a vacation trip. Mr. Baird is en-
Joying good liealth and is still as in-
terested in all phases of pen work as
ever. We wish that all of our readers
might have the pleasure of a visit with
him. We are sure that all of you
would get out your oblique penholder,
lettering holder, brushes, etc. and "dig
in" to your work with renewed inspira-
tion. Mr. Baird is one of the most
capable engrossers in the United States.
J. M. Gardner, the penman of Moose
Jaw, Sask., Canada, reports that he was
on a two months' vacation away up in
Peace River Country. On September
6 they had six inches of snow and mud,
with many bushels of wheat yet to be
thrashed.
Mr. Gardner states that he is already
preparing Christmas cards. Now is a
good time for every penman to begin
making his Christmas cards.
E. A. Boggs, who is following the
work in Tlie Educator, is turning out
some especially fine ornamental work.
The above has been re])roduced from
a package of specimens he recently
sent us. Mr. Boggs travels but still
finds time to work on the lessons in
The Educator.
George W. Ahnemann, of Walters,
Minnesota, died on September 3, 1936,
from the results of an accident.
Mr. Ahnemann became interested in
penmanship when taking work under
Mr. Frank A. Krupp, of Fargo, North
Dakota. In 1923 Mr. Ahnemann came
to Columbus to study Engrossing. He
followed Engrossing for sometime but
was compelled to give it up on account
of his health. For the past few years
he conducted a turkey farm at Kiester,
Minnesota. He was a young man of
high ideals and upright character, and
attained a high degree of skill in pen
work.
Handwriting Merit Seals
eals are designed
tu be used as intornial
awards to be pasted on
papers in handwriting or
other subjects. They are
printed in two colors on
gummed stock, and are
while others
equally well at any lime
throughout the year. Send
10 cents for a complete
assortment of 12 seals, or
60 cents for a cross as-
THE A. N. PALMER COMPANY
55 Fifth Avenue, Oept. E.NewYork. N.Y.
BUSINESS ETIQUETTE
(From The Gist, a school paper published by
Goldey College. Wilmington, Delaware)
Each one of us will willingly admit
that a knowledge of Shorthand, Type-
writing, Accounting, English and
other business sub.iects is essential if
one wishes to secure a clerical posi-
tion. Is securing a position the im-
portant thing? Naturally it is. But
it is sometimes a perplexing situation
to hold the position. Many high school
and college students are graduating.
You are not the only person who is
qualified to apply. You must com-
pete with other applicants, and you
must possess more than mere book
knowledge to be considered.
If the Personnel Director or the ex-
ecutive himself is interviewing appli-
cants for a secretarial position, he is
very observant. He notices the way
you speak. Included in this is your
use of everyday sentences and words.
If your grammar and pronunciation
are incorrect, you are alipost immedi-
ately excluded. This man knows that
it will be your duty to punctuate, and,
if your employer is sick or absent
from the office, to compose replies to
the letters he receives. Will he want
to make a bad impression through the
carelessness of his secretary? No, he
will not.
Your personality will indicate the
kind of person you are and the work
you do. Are you pleasant, cheerful,
considerate, agreeable, willing, honest
and ambitious? Are you always cour-
teous even though it hurts? It will
always pay to cultivate these traits,
for they are essential in whatever vo-
cation you may choose.
Business dress is a very important
question for a young woman. Must
she be plain and old-maidish? No,
that is not the point to be stressed.
The secretary has work that is to be
completed in the course of a day or
weel<. Her appearance should signify
this. Ruffles, frills and laces come
into the social program of a girl, but
should not be brought into the office.
Too much paint and powder on one's
face indicate poor taste and a desire
to be noticed. A moderate use of cos-
metics is not objectionable to most
business men.
You may say, "I have friends wlio
are enqiloyed in the offices of this city
who are this type." No doubt this is
true, but they never get any farther
than just tickling the keys of a type-
writer all day. Do not be included in
this class. Practice the rules of good
etiquette along with your knowledge,
and prove that you are willing and de-
serving of being advanced to more re-
sponsible positions.
24
The Educator
Value of Writing Stressed
In School Project
Novel Idea Developed at North Fairmount.
(Reorinted from the Cincinnati Times-Star)
A novel project to show the value
or writing in life situations is being
oarried out at North Fairmount
School under supervision of Miss Lu-
cille Sanford, special writing teacher.
All pupils from the third through the
sixth grades are participating. Each
class is carrying out the project in
its own way.
In Room 3 the activity was initiated
by Miss Louise Rau. On many oc-
casions these boys and girls had dis-
cussed the importance of writing for
school children (for their daily les-
sons, letters to friends, labels on pos-
sessions, etc.) and to various workers
whom they had visited (tlie banker,
the post-office worker, salespeople,
etc.). The children decided that the
value of writing for their parents was
a fertile field for conjecture and ex-
ploration. They wrote letters to both
their mothers and fathers, informing
them of their new "study" and asking
their help by giving daily use of writ-
ing. A large number of parents co-
operated. The samples of writing
were exhibited and read either by the
children or by the teacher, if neces-
sary, at the regular morning class
meetings. The class analyzed the
types of writing brought in these
groups:
Betty Ann, who writes very nicely,
made a copy of the list. She adds to
it when necessary. Each child mounts
his own specimen on a large card and
puts the card in a long line under the
chalk ledge to make it easy to count
and compare and so name the best
collector in the class. The boys and
girls have maintained an interest in
the study and the "writing race" is
proving worth while.
The fourth grade, under the guid-
ance of Miss Miriam Stonebraker, di-
vided into two teams. They are carry-
ing on a contest to decide which side
can bring in the greatest number of
samples of handwriting as it is used
in different occupations. Their collec-
tion is a large one. They not only
have the types mentioned in the col-
lection of Room 3 but also have a tele-
gram and invitation.
Miss Sanford is to be compli-
mented on her foresightedness in
using the newspapers in promoting
interest in the teaching of hand-
writing among the pupils and par-
ents.
1 — Book notes.
9 — Reports for wc
2 — Absence notes.
10 — Receipts for re
3 — Special notes.
U— Checks.
4 — Envelopes.
12— Phone number
5— Letters.
13 — Radio stations
6— -Postal cards.
14 — Budgets.
7 — Recipes.
15— Money order.
8 — Lists of errands.
16— Invitations.
The children of the third grade
asked not only their parents but also
other relatives and friends to help
them. They brouglit in the usual bills,
letters, receipts, etc., but they also
have some unusual samples. These
are a customer's request for investi-
gation, a storeroom credit list, a fire-
man's inspection list and an inquiry in
Spanish for a catalogue and the prices
of building supplies. Mrs. Adelaide
Blum is the regular teacher of the
tliird grade girls and boys who are co-
operating with Miss Sanford.
The pupils of Miss Ruth Kuller's
class and those of Miss Clara Albrecht
are also collecting many specimens of
various uses of writing in the business
world.
WRITES AT CLEVELAND
EXPOSITION
A very beautiful card came into our
possession written by C. A. Barnett of
Cleveland, advertising the Spencerian
College of Cleveland. Tlie card shows
the school building, a beautiful border,
and a space upon whicli Mr. Barnett
wrote names. The Spencerian School
is finding that good penmanship can
be used to advantage in advertising.
We are glad to see the Spencerian
School use this type of advertising, and
hope tliat other schools will do like-
wise.
T. B. Cain of Clarksburg, West
Virginia, according to a newspaper re-
port, is enjoying an enrollment of more
than three hundred students. His en-
rollment at the present time is larger
than it has been at any previous date.
Mrs. Frederick W. Ford has been
added to the faculty to teach English.
She is the fourth new member of the
facultv to be added this year.
COMMERCIAL EDUCATOR
CONDUCTS EUROPEAN TOUR
E. F. Burmahln, Director of Business
Education, E. C. Glass Senior High
School, Lynchburg, Va., with the help
of Mrs. Burmahln conducted a very
successful "Queen Mary" tour of
Europe during July and August.
The party consisted of 65 lawyers,
doctors, retired farmers, business men,
educators, artists, etc.
The countries covered were England,
Holland, Germany, Switzerland, Italy
and France with a stop at Cobh
(Queenstown), Ireland.
2000 feet of colored film were taken
on the trip by Mr. Burmahln.
Mr. Burmahln is one of Virginia's
outstanding commercial educators. He
has been active in the Virginia Educa-
tion Association for a number of years.
He is a trained penman and a skilled
teacher. In 1919 Mr. Burmahln at-
tended the Zanerian to specialize in
liandwriting.
'-:>i^<s2^-;,^^>^:^,,*?ii:>£-<^'":^S<^2^^
The above specii
by Grace White, a student of C. L. Kress, McKinley School, Parkersburg, W. Va,
The Educator
25
BOOK REVIEWS
Oi
r readers ar
j
tiler
ested i
n 1
ooks o
merit,
ho.
-.ks
of inl
pres
and
■alue to
icrcial leache
rs
mc
uding
boo
ks of
special
edtirs
tional value
an<
h
>oks or
h
siness
subjects.
All
uch books w
ill
be
briefl>
re
iewed
n these
nns, the obit
rt
be
ng to
e sutiic
cnt de-
scription of each
termine its value.
to
el
lable 0
readers
to de-
Constitutional Basis for Judging the
New Deal, by Erik McKinley Eriksson
and Trent Hewitt Steele. Published by
Tlie Hoseniead Review Press, Rose-
mead, Calif.
The autho
, be
tha
n judging the Nev
lot only to the Cc
ine fundamental Ar
ivhich though not ■
Deal
inhe
that aln
)lated by the Ne
all
tion itself, bu
constitutional principles
into the Constitution,
ment." They demonsti
principles have been vi<
This book takes up each of the principles and
discusses the powers of the various branches of
the Federal government in relation to them. Par-
ticular stress is placed upon the excesses of power
on the part of the Rooseveltians. Their violations
of fundamental principles are clearly pointed out.
In view of the numerous delegations of power
to the President under the New Deal, special at-
tention was given to the principle of separation of
powers. Likewise, because there has been so much
abuse of the Supreme Court in recent months, the
doctrine of judicial review is examined and de-
fended. The authors hold that it is absurd to re-
jw as "an usurped function."
she
An
judic.a:
tanding featur
ng at a glance the i
ers with the Suprei
nly thr
Deal. Thii __
been published.
the first
of the book is a ch
suit of the New Deal
e Court up to date. S
n handed down thus 1
n favorable to the N
me that such a chart
outstanding
Dr. Eriksson is one of the nation's
authorities on the Constitution, being _.
American Constitutional History, a widely-used
university textbook. Mr. Steele has instructed col-
lege classes in constitutional history. In the pres-
ent work they have fortified all of their statements
with copious annotations to be found in the back
of the book.
STATEMENT OF THE OWNERSHIP, MAN-
AGEMENT, ORCULATION, ETC., RE-
QUIRED BY THE ACT OF CONGRESS
OF AUGUST 24, 1912
Of THE EDUCATOR published monthly ex-
cept July and August, at Columbus. Ohio, for
October 1, 1936.
State of Ohio, County of Franklin, ss.
Before me, a Notary Public in and for the
State and county aforesaid, personally appeared
Parker Zaner Bloser. who. having been duly sworn
according to law. deposes and says that he is the
Business Manager of the Educator and that the
following is. to the best of his knowledge and
belief, a true statement of the ownership, manage-
ment fand if a daily paper, the circulation), etc.,
of the aforesaid publication for the date shown in
the above caption, required by the Act of August
24, 1912, embodied in section 411, Postal '
and Regulations, printed
form, to wit;
1. That the names and
lisher, editor, managing
managers are:
Publisher. The Zaner-Blo
St,, Columbus. Ohio.
Editor, E. A. Lupfer, 612 No. Park St.. Columhu:
Ohio.
Managing Editor
Business Managers, Parker
Park St.. Columbus. Ohio.
2. That the owner is: (If owned by
ation, its name and address must be
also immediately thereunder the names and
of stockholders owning or holding
cent or more of total amount of stock
owned by a corporation, the names and
of the individual owners must be p
owned by a (
mortgages.
or other
te.) No
rities
(If the;
4. That the two paragraphs next above, giving
the names of the owners, stockholders, and se-
curity holders, if any, contain not only the list
of stockholders and security holders as they ap-
pear upon the books of the company but also, in
cases where the stockholder or security holder
appears upon the books of the company as trustee
or in any other fiduciary relation, the name of
the person or corporation for whom such trustee is
acting, is given; also that the said two paragraphs
contain statements embracing affiant's full knowledge
and belief as to the circumstances and conditions
under which stockholders and security holders who
do not appear upon the books of the company as
trustees, hold stock and securities in a capacity
other than that of a bona fide owner; and this
affiant has no reason to believe that any other
person, association, or corporation has any interest
direct or indirect in the said stock,, bonds, or
other securities than as so stated by him.
5. That the average number of copies of each
issue of this publication sold or distributed.
through the
during the i
PARKER ZANER BLOSER, Busi
ribed before
jr otherwise, to paid subscribers
nths preceding the date shown
(This information
lily publications only.)
Manager,
this 18th
day of September. 1936.
EARL A. LUPFER
(Mv commission expires Jan. 11, 193S.)
Seal
of thi.
and busines;
612 No. Park
,ch individual
nd addn
The Zaner-Bloscr Co,, Columbus,
R, E. Bloser. Columbus. Ohio.
Rebecca Bloser, Columbus. Ohio.
Parker Zaner Bloser. Columbus,
E. A. Lupfer. Columbus, Ohio.
R. B. Moore, Columbus, Ohio.
SECURES ENGROSSING POSITION
Roger T. Kllzey, Jr., who spent some
months in The Zanerian preparing in
penmanship and engrossing recently se-
cured a position with the F. W. Tamb-
lyn Studio, Kansas City, Mo.
Mr. Ellzey is a young man of unusual
talent and we predict big things from
him In the engrossing line.
SCHOOLROOM MEMORIES
By Wilbur LeRoy Newark, Columbus, Ohio.
Teacher— Why don\ you write like your father?
J'immie-'You luouldn't like it —
Teacher— Whu? .. .
Jimm'ie— You told me to ujr'tte so l/ou could read it;
This beautiful signatu:
26
The Educator
Lessons in Modern Engrosser's Script
Prepared in the office of The Educator
Practice the first exercise until you can make all down strokes on the same slant and the same in thickness.
Cut the tops off straight and get the turns round at the bottom. Raise the pen at the base line. Let the connecting
strokes run into the following letter at about one-half way up. Watch the spacing.
Make c exercise similar to i exercise. The bottoms should be exactly the same. Get the inside rather straight.
The c is similar to i with a hook or dot at the top. The bulk of the shade should be slightly below the center.
The first part of e is the same as the first part of c. Study the shape and get a slight shade on the top of the loop.
The o is, of course, similar to c and e. Get tops and bottoms even in roundness. Finish high.
The a is a combination of c and i. Study the top part of the a.
Curve the upstrokes of the r and s. Get a nice bulging shade on tlie s. The dots should be made carefully.
Make the dot as thick as the main shade. Study the location of shades. Let the point or top of letter extend slightly
above the headline.
''^■^jt(^:j^%^^j^
t-'-^t-j/'-
This specimen was written by B. H. White, a student of J. D. Rice of the Chillicothe, Missouri,
~ College. Mr. Rice has trained some magnificent business writers. In fact, he has trained
number who are in the teaching work. We compliment Mr. White on his fine business writing.
'^z. NVv . ■ ^ -K/'iii .n.rlCll■']lra,-
Save Money
Book Form Diplomas
New, attractive designs lithographed to your
order on heavy Parchment for 5c each in quan-
tities.
Paper Covers, 6c each, and up.
Nearleather Covers, 12c each, and up.
Genuine Leather Covers. 24c each, and up.
Send for free "Business School Catalog." It
will aid you in judging Diploma and Cover
values, also how to get the most for your ap-
propriation.
Martin Diploma Company
87 Summer Street, Boston, Mass.
The Educator
27
Pupil C).^^
X
6"^
I J^^'^'y.Aiy
These beautiful specimens were prepared in the regular spelling I
principal and Miss Beck is the teacher. The first specimen was
third by Jackie Le Mortland.
Penmanship fascinated E. W. Bloser to the very last. No one probably ever had a greater love for fine penmanship.
28
The Educator
NEW COMMERCIAL SCHOOL
On April :2(l, lfi:i(i, Mr. I.. II. Kris.sler
estalili.slied the Krissler Coiiiinereial
School, at 39.5 Main Street, Poughlceei)-
.sie. New York.
Mr. Krissler is an honor graduate of
the College of Business of Syracuse
University, class of 192 !■. He was as-
sociated with the faculty of Rider Col-
lege, Trenton, N. J., following a term
of teaching in the Commercial Geog-
raphy Department in Syracuse Uni-
versity. Mr. Krissler has had about
twelve years experience in private com-
mercial school work.
A. H. Ross
Our friend, A. H. Ross, with whom
many of our readers are familiar, has
been with the school from the begin-
ning. Mr. Ross is an expert penman
and mathematician of national fame.
He has been connected with the East-
man School of Business of Poughkeep-
sie for ten years, and with the East-
man Gaines School of New York City
for three years. He has trained tliou-
sands of young men and women who
are today holding responsible positions
in various sections of America. 1322 of
his students have won o>ir penmanship
certificates. This means that Mr. Ross
has done a lot of hard work and has
secured unusual high results. He is
head of the General Business Depart-
ment of the Kris.sler School.
Miss Katherine M. Farrell, wlio liolds
a Bachelor of Science degree from the
College of New Rochelle, New York, is
head of the Secretarial Science depart-
ment of the School.
The following courses are offered:
The General Business and Banking
Course requiring approximately ten or
eleven months.
The Secretarial Science Course re-
quiring approximately ten or eleven
months.
The Intensive Stenograpliic, from six
to ten months.
The school is furnished with the la-
test eqviipnient. It is laying a founda-
tion for a fine school with liigh aims.
Since May 1 the school has grown to
the maximum number to which tlie
school is limited, namely fifty.
Gems from Penmen of Other Countries
PENMANSHIP A VALUABLE
ASSET
We recently had the pleasure of a
visit from A. McB. Colledge, 87 Vernon
Drive, Mt. Lebanon, Pittsburgh, Pa.,
who is connected with a very large cor-
poration where he has plenty of re-
sponsibility and chance for advance-
ment. In our conversation Mr. Col-
ledge stated that his letter of applica-
tion was selected from a large stack of
applications and it was his penmanship
which secured him the position. Mr.
Colledge spent some time in Cohuubus
studying penmanship back in 19(1".
This proud bird is (he product of E. C. Enriqucz, Pineda, Pasig, Rizal, P. I. Mr. Enriquez
is one of the best flourishers of today. His work is very painstaking and beautiful. Flourishing
of this kind is as beautiful for framing as any painting.
r^ . Jn tfic chronicfG oFthc fiistorrj of looter
cotbeb tHc'J^ominantQi^.b tatcnfe'b pcrsonafitif of
%rc-
iateitk
fouGb Cromer
^^ [i^^cGiu •.^Qsc^r tfic :prcsi6Gni: Qiib a •^^•
^rector of tfiis orcfanisaHon since its inccpHon in 1913.^-
•Oo Ris notpBlc fcoVcrsfiip ofhfiis mi^ alficb enterprises, cfcar^
ncsspf uision, fauftfcss ^u'bqmcnt', an"^ sprcrn"^iii Business acumen,
LUC ala^fy pai^ 6cscruir-ici' any Casting triBut'c. J^'o'bay's cfamor for
fiiqn Gtfacaf^tan'bar'^S^iii Busiiiess cfaixa"iG"i> Bim as q tf^aimnon
\xfh.o pcrsqiiific"^ in fits famify as lueff as puBfic fife me fcsson
of tCic GqlOeii Hrtfc. Oatintfcssofp-urposc ii-itfic acfiicuciTicnf
of a ruortfivuRile oBjecHuc, tfiovigh rcfrcsBiiTofrf mo"<^est;, Ris<
inSorn conFi^cncc an^ courqc[e Tnspire> tfie dtte^iancc of asso-
ciates an'5> su6-oi:^inatcs, tne tti"ssrintc'b_ admiration Qn"b re-
spect of coai temporaries utEctficr of Rigfi or four statiori. sj^^^
CV true sportsniari, fiG Sefieue'^ m pfqy^u"ig tfiG_Cfaiue of Dusi--
ncss accor'binq to tficrufcs, aforqys c'ciupclinq fairfu But with
£cenncss, uicfor axT^ rcsourccfufness. (I constant stu*bcntjDf
fiumap cfiaractcr m-ib of a sviinpatfictic qit^ £in"bfvj riaturc, lie
lUQs afurajg's a reaVii fis tenet anojge.ncrous Rcfpef to tHosc fcss
fortuiiatiTiri tKc ruorrofg sense, or secl?aiTCf tRecounscf ofp «^
fficiiib aii^ business man of uri^c GX.-Dcrtcnce,possessirTq the rare
facufty to a'^uise tEem for tEc Best. (rRouqCi nis fortitxioc ruas'
tric'b in tP.e earivj ^oys of tfiis miVr taRinq, an^ sorelij so in tKc
present bisRcartexiina "depression jJCQrs7iiis wRofcsoinc &uoii-
ant spirit" a'^iuonisfiGO us in carrtring oil cucr to scruc our quests
anib patrous fairly piT.> uritR coiisii>cranori, to Eecp aBreast or tHc-
tiincs an'^ trexibs in tRc Iiotcf profession an^ to icafousfiT protect"
our crc'bit: itloij Ris career &c an inspiring fcssoii anISafastiuq
exQuipfc to fiis BcreauG^ tamihjQn"C'Su;raiirinq associates in
tRis iSotnpan^, that the most- rffortfiif^remcmSrancG of Ris fife
axT."^ our association mou Be reafizoi* an"5> fuffiffe"b in tRc fur-
tRer accompfisRincnt of his ^carRjr cfiGrisRo^ axiiSitions ; to tfiis
^^^ lBl> il' ^t^^nllTMi' ^^^^ suruiuiiiiq iTirectors, Clssociates
^^J: V . • r V ^^ =P^xfi,icR V^us.-v, in this Qompmv4,
cccorc their protouno sorrouj anc» sense of^reat loss at Ris un-
timefq passii-ig Froxri tRis eartRfif scone, at an aqe stiff prouiis-
1119 ol tnan^ inorc -qcars of Rcn5Tuf.C[ui6ancc an'^ fruitfuf en-
Be sprcQo upon the i\unutcs ot our meetina ai-ib a cov\:i suit-^-'
aofxj Gi"igro5SCv> Be foruTar'^G^ to Ris 6crcauco fai-niRf. ■^--7' >•• -«^
" TStvuavi^ 2.L935.
^ommite,
<y^<^-/ ./
-^.
.^.
engrossing by Joseph W. Costello, Scrant*
1, Pa., son of the late P. W. Costello.
ably conducted for years by his father.
the engrossing busi
30
The Educator
TRUE CHRISTMAS CHEER
HELP TO MAKE OTHERS HEALTHY
T^ACW $WASON
down here in Mciryland
They're off! And after the race you'll find the
)<ay crowd reliving the Sport of Kings at the
Lord Baltimore — center of Baltimore's social
and business activities. 700 rooms, each with
bath and shower: Cocktail Lounge, three res-
taurants, supper club. Come for the races.
Rates frotn $3 to $6 Single
LORD BALTIMORE
H.N.Busick.Mng.Dir. ■ Baltimore, Md.
C^
The National. State and Local Tuberculosis Associations of the United States
written by K. Han
Fukuyatna,
Osaka, Japan.
A NEW SUBSCRIPTION
or a Renewal Subscription to The Educator for $L25 with the following books
given free as a premium.
Madarasz Artistic Gems $1.00
75 Lessons in Business Writing 30
Alphabets of Lettering 30
Lessons in Engrossing Script _ 30
95 Lessons in Ornamental Writing 50
Madarasz' Large Engrossing Script 30
Total Retail Value of the books 2.70
224 Main Street C. W. JONES Brockton, Mass.
Home Study
, hoir
al Hon
Train for business leadership in your
Courses in Accounting. Secretarial 5
Cominerce. 30th year. Member Nat
Study Council. Placement service with superior
employment opportunities in the great Mid-
continent oil belt. Write for FREE bulletin.
Department E.
HILL'S BUSINESS UNIVERSITY
Oklahoma City, Okla.
25 Cards for 50c, postpaid
Distinctly Individual - Handwriting Christmas Cards
These cards have a strong penmanship appeal. They are admired by everyone who sees them because of
their beauty and dash.
USE THESE CARDS THIS CHRISTMAS
Twenty-five designs to select from. They are different and distinctive. Postal card size, printed in black ink on
good heavy cardboard. Price, on blank Christmas cards, 50c per set of 25, postpaid; 100 cards, $1.80; 500 cards,
$8.50; 1,000 cards, $15.00. A penman's Christmas Card for li/jc.
THE ZANER-BLOSER COMPANY
612 NORTH PARK STREET
COLUMBUS, OHIO
iCt
by
Jofin G. Kirk
Frank N. Freeman
The Zaner-Bloser Co., Columbus, Ohio
Forward Steps in Handwriting
This new book embodies many improvements and represents new
forward steps in handwriting.
Read These Statements
by the Authors ....
"In order to save time, write rapidly; in order to
insure understanding on the part of the reader,
write legibly." — JOHN G. KIRK, Director of
Commercial Education, Philadelphia, Pa.
"The essentials of learning to write well are:
1. A strong desire to write well.
2. An abundance of good copies and sound
methods, both based on correlation.
3. Appropriate practice applied by the student
purposively and intelligently to accomplish
ends which he recognizes." —
FRANK N. FREEMAN, Professor of Educa-
tional Psychology, University of Chicago.
The Zaner
Columbus,
Please
Functional
Enclosed is
Ord
-Bloser
Ohio.
er a
Co.
Copy
Today
Handu
riting
"Amou
Q
Books.
in fii
1 payment.
Address
Citv
Title or Po
Size 6;< X
paid. $4.0
Ohio.
8 — 132 pages. Price 40c each
} per dozen, less 25%, F. O. B.
net, post-
Columbus,
Vol. 42
DECEMBER, 1936
No. 4
Published monthly except July and August at 612 N. Park St., Columbus, O.. by the Zaner'Bloser Company. Entered as second-cla
matter November 21, 1931. at the post office at Columbus. O.. under Act of March 3, 1879. Subscription $1.25 a year.
25 Cards for 50c, postpaid
Distinctly Individual - Handwriting Christmas Cards
These cards have a strong penmanship appeal. They are admired by everyone who sees them because of
their beauty and dash.
USE THESE CARDS THIS CHRISTMAS
Twenty-five designs to select from. They are different and distinctive. Postal card size, printed in black ink on
good heavy cardboard. Price, on blank Christmas cards, 50c per set of 25, postpaid; 100 cards, $1.80; 500 cards,
$8.50; 1,000 cards, $15.00. A penman's Christmas Card for I'/i^-
THE ZANER-BLOSER COMPANY
612 NORTH P.4RK STREET
COLUMBUS, OHIO
The Educator
Many a big contract
Here famous bands c
brings di
$3 to S6 singl.
Ml
i I^OOM '<
1 in our "Bubble Room."
ay your cares as top talent
> to the center of Baltimore,
each with bath and shower.
700
LORD BALTIMORE
H.N.Busick.Mng.Dir. • Baltimore, Md.
A Course
in Transcription
A New
Text
of a
New
Type
Progressive drill in the
application of typing
which is of most im-
portance in the Busi-
ness world.
i
Pointing to Improved
PENMANSHIP. . .
The Esterhrook Re-New-Point
Fountain Pen is fast becoming
the choice of penmanship
teachers — not only for personal
use but for actual classroom
work. No other fountain pen so
perfectly duplicates the strokes
of your favorite Esterbrook steel
pens. Long-wearing points re-
newable any time you damage
them. No repair delays. You can
take out the old and screw in
the new point yourself. The
complete fountain pen costs
only $1.00. Your stationer %vill
be glad to have you try this
efficient writing tool.
12 Styles of
RE-NEW-POINTS
Accuralelr Graded
in Solid buracr
You c
25c
FOUNTAIN PEN
World's Greatest Pen Makers since 1858
^^ Esterbrook Steel Pen Mfg. Co.. 62 Cooper St., Camden, \. J.
or Drown Bros., Ltd., Toronto, Canada
by Edwin Riemer
Cliairman, Department of Secretarial Studies, James Madison
Hiijh Sclwot, Brooklyn, N. Y.; Chairman Department of Sten-
ography and Typewriting, Central Evening High School,
Brooklyn, N. Y.
The Practical Answer to an Urgent Demand
Only too familiar is the pupil who takes dictation rap-
idly, operates a typewriter rapidly, but cannot tran-
icrlbe rapidly. Yet tran5cription is of paramount im-
portance.
Here is a book to bridge this awkward gap. Beginning
with a thorough review drill in typing, it proceeds to
cultivate the ability to turn out good mailable tran-
scripts from shorthand notes.
There is no shorthand in this book. It is intended that
shorthand material for transcription be taken from the
basic text, or from the student's or teacher's own notes.
A Course in Transcription thus functions perfectly,
whatever basic text the class may use.
PITMAN PUBLISHING CORPORATION
New York Chicago
The Educator
The Gregg Summer
Session for Teachers
Has for tn-enty-six years been "first with the last
word" in new but tested methods of getting results in
the teaching of shorthand, typewriting, and related
subjects. Thousands of graduates in this and other
countries enthusiastically recommend this highly special-
ized training.
Teachers of commercial subjects and those prepar-
ing to enter this profession will find the Gregg Summer
Session a well-spring of valuable information concern-
ing the very latest developments in this field. The
Functional Method of teaching shorthand will be fully
taught and exemplified by expert teachers.
Attractive courses of study, an unusually strong
teaching staff, a good Room Service, a free Teachers'
Placement Bureau, interesting recreational features, and
many other helpful advantages make a summer at
Gregg a most delightful and profitable experience.
The 1937 Session begins July 5 and closes August
13. Write today for special bulletin.
THE GREGG COLLEGE
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Chicago, Illinois.
School Activities
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Illustrated Booklet Sent Upon Request
THE EXPERT
chooses his tools
with care . . .
Let the duflFer at golf use
painted "seconds" instead of more expensive new balls
until he learns to control his stroke and grip. But
don't offer scarred, dented "seconds" to the expert.
The excellence of his game depends as much on the
true flight of the ball as on the length and balance of
his clubs. He insists on the best — and gets it.
THE PENMAN
carefully selects
Pens
He knows that Spencerian pens
are all of uniform high quality —
each is the perfect writing tool —
with a large range of sizes and
styles to suit his particular
"hand".
He likes the smoothness with
which the point travels over the
paper, responding to every slight
move or pressure he exerts. Fine
writing, swirls, flourishes — all are
accomplished perfectly and with
absolute ease.
Samples of Spencerian School
and Commercial Series Steel
Pens and literature on the Spen-
cerian "Expert Penman" Foun-
tain Pen will be sent upon re-
quest.
SPENCERIAN PEN COMPANY
349 Broadway, Dept. F New York, N. Y.
The Educator
What
Teachers Say About
The following comments came to us
entirely unsolicited. They are only a
jew of the many received.
Our Business Life
By Lloyd L. Jones
(1) I am a inenibfi- of the committee that adopted OUR BUSINESS LIFE,
and I am ver}' happy with the text. I haven't a single complaint to make
of the book.
(2) I am enthusiastic about OUR BUSINESS LIFE and am getting splendid
reactions to it from my students.
(3) I am getting along fine with OUR BUSINESS LIFE and both the stu-
dents and I like it very much.
(l) OUR BUSINESS LIFE is by far the best thing of its kind I have seen
and I am enthusiastic about it.
(5) I like OUR BUSINESS LIFE very much. The penmanship drills are ex-
cellent and I have noticed a decided improvement in the quality of the
students' work since adojiting the book.
(6) I think you have not overst.-xted in the printed announcement the charm
and practical good sense of OUR BUSINESS LIFE. In fact, I think you
have dug in a number of yards in advance of any other business text of
this kind.
(7) It is gratifying to see OUR BUSINESS LIFE adapted to individual in-
struction bv means of the work book with the title EVERYDAY PROB-
LEMS IN OUR BUSINESS LIFE. I see no reason why our high school
boys should grow up to become the despair of bank clerks, express
agents, and merchants in gener.al, or why our girls as grown women
should have to be initiated into the more rudimentary facts of insurance,
banking, and the like.
(S) Especially gratifying to the progressive educator is the material in OUR
BUSINESS LIFE on family budgets, and income and expense records.
Though coming late into our public school curriculum, such student ac-
tivities as the kind introduced in OUR BUSINESS LIFE and in EVERY-
DAY PROBLEMS IN OUR BUSINESS LIFE should do much to make
our future citizens self-regulating in matters of prudent family ex-
penditure.
List Price
Our Business Life, Complete Edition ._ _ $1.50
Our Business Life, Part I — 1.00
Our Business Life, Part II - 1.00
Everyday Problems in Our Business Life, Complete Edition .80
Everyday Problems in Our Business Life, Part I .iS
Everyday Problems in Our Business Life. Part II AS
Teachers of junior business training are invited
to send to our nearest office for a sample copy.
THE GREGG PUBLISHING COMPANY
New York Chicago San Francisco Boston Toronto London Sydne>
COLUMBl'S, OHIO, DECEMBER, 1936
A LARGE COMMUNITY PROJECT
LINKED WITH HANDWRITING
It is estimated that about 50,000 stu-
dents in the Anthracite Coal region of
Northeastern Pennsylvania wrote per-
sonal letters stating the value of using
hard coal to as many potential Anthra-
cite Coal consumers in New England,
New York, New Jersey and the non-
Anthracite region of Pennsylvania.
Tlie Anthracite region of Pennsyl-
vania extends roughly from Forest
City on the North to Pottsville on the
South. The southern part of the region
extends from about Carbon on the
Ea.st over to Shamokin on the West.
From these two points the field nar-
rows in a triangular direction up to-
wards Nanticoke and tlien extends
tlirough the Wyoming Valley, througli
Wilkes-Barre, then through the Lack-
awanna Valley on to Scranton, and
runs out at Forest City. This region
each year puts on a coal boosting drive.
It is anticipated that 60,000,000 tons
of coal will be shipped from tliis re-
gion this year.
Since most of the people depend
upon the coal industry for a living the
children become vitally interested in
the coal drive.
This project is quite commendable
from a penmanship training stand-
point. It correlates handwriting, Eng-
lish and salesmanship. No doubt the
.Vnthracite Coal region will profit im-
mensely by this project. Each city and
town in the district was assigned an-
other city with which to exchange let-
The Educator is interested in all pen-
manship projects. Tell us about your
local projects.
.HRISTMJS is here af/ain idlh its ijlamour of e/ie
and joyous feasting.
It is a time to jorycl our petty yrie-vanees and extend
the hiind of feUoicship to each and every one reijardless of
race, creed or politics.
Let us be children again for a day and may ii:e all be
as liappy and contented as the hoy ivho receives his first
Christmas gift from his teacher, consisting of a big, juicy
orange and bright colored sticks of candy.
May the spirit and sentiment of Christmas be with all
of us throughout the year.
"IChatsoe'ver ye -ziould that men should do to you, do
ye even so to them."
— Editor
THE EDUCATOR
Published monthly (except July and August)
Bv THE ZANER-BLOSER CO..
612 N. Park St.. Columbus. O.
E. A. LUPFER Editor
PARKER ZANER BLOSER Business Mgr.
SUBSCRIPTION PRICE. $1.25 A
YEAR
THE EDUCATOR
(To Canada, 10c more; foreign, 30c mor<
e)
through which to rei
Change of address should be requested pi
prietors and managers.
in advance, if possible, giving the old as
well as
students, and lovers of
the new address.
reach our office by the
Advertising rates furnished upon request.
issue of the following ri
the best medium
siness college pro-
lercial teachers and
of penmanship. Copy must
10th of the month for the
lonth.
S The Educator
Modern Handwriting
By E. A. Lupfer, Zanerian College, Columbus, Ohio
No. 4
To The Teacher: Teachers of all subjects should help to raise and to maintain the handwriting of pupils up to
a passing standard. No poor papers should be accepted in any class, and pupils who have fallen below standard even
where they have been excused from handwriting should be shown how important handwriting may be to them in se-
curing positions and diplomatically advised to get into the handwriting class or improve their work.
High schools and business colleges should have regular classes in penmanship. They should at least have hospital
classes for poor writers. Scales may be used to determine when pupils fall below the standard and need instruction. Of
course all writing must be readable to be of any value.
The U is similar to the N. The movement is much the same and the form is the same with the exception that
the turns are at the bottom of the U while they are at the top in the N. In making M, U, N be sure that you get the
turns and angles at the right place for legibility sake. Begin the U with a free, curved motion, the same as in the N.
End U the same as N.
V^X
Are you using a nice, free arm movement?
the "gum chewing" motion.
The first joint in your thumb should not work excessively. Avoid
CyC^^^-^t^f-'^Cy CyC<.^C.-'^..'-C^<--^^^^^
^^
A review copy containing months and abbreviations whicli you should learn to write well.
Not enough attention is given to small movements, 'i'he above exercises are usually slighted by most people.
They will help you to make small letters.
These under turn exercises should be made with a free rolling under motion. Watch the space and slant,
if your ending strokes are curved. Study beginning and ending strokes. They are important.
The Educator
Get the top retraces of tlie u sharp and the bottom turns rounding. The spaces in the letter should be even.
^^
After you have learned to make a good D spend your time on some of the other letters which you cannot
make so well. However, the D is one which usually requires considerable practice. Tlie down stroke is often curved
too much. Therefore, practice on straight line exercises has a tendency to strengthen the straight line stroke. Prac-
tice each exercise, then practice the letter alone. We suggest that you practice the exercise and letter together, making
one exercise, then a letter. The D in the Roman Alphabet is composed of a straight line and a circle. Pattern your D
after the Roman letter. Finish like the O.
<i=?^:-e^ tipC-^^z^ ^::::?Cc^ c:Z^^c^ i::;iC<:r-^ ^:/..^t::^
c^t.-<:^ ^^L-t::?^^^ c:^^^^..-^::^ c^^fLs-^-c^t^^-ty
c:::L--%-^-t^<d^
>f6. jJ€..
The difficult part of the d is the retrace. Special attention is therefore given to the retraced part. The d is the
same as the a except the extended top. Cover up the top of the d and see if it makes a good a.
Here are some nice combinations and words to practice. Get them well. In making the large capital combina-
tions write them freelv and do not draw them.
Select the exercises which you think will do you the most good. We naturally present a good many exercises
to cover difficulties experienced by many. Therefore, each one should select and work on the parts which will benefit
liim most. Notice the similarity of the finish of the small w and small o.
The arm should work in and out of the sleeve freely. Watch and study the movement of the arm while making
the push-pull exercise.
Much of the writing of the world is illegible, not because of lack of skill, but for want of observation of turns.
Make the down strokes parallel.
Use precisely the same movements as in u, with the exception of the finish, which requires a short pause before
making the curved stroke to the right.
10
The Ed II cat or
All can profitably work on these combinations. Pick out your own weak spots and strengthen them. Don't be-
come discouraged. Remember Rome was not built in one day, neither can you master penmanship in one day.
A review copy which is very important. We are likely to get only a vague impression of the letter and after a
day or so forget it. For that reason we believe in constantly reviewing letters and where possible introducing new and
different exercises to develop the letters as well as combinations of letters to help to "carry over" into words. Much
good can be secured by making a comparison of different letters as to form and movement. Study H, V and U.
if)
The V is a beautiful letter and is composed of a loop and two compound curves. It is a very graceful motion
when freely and properly made. After all, letters are but pictures of movements. Go to the blackboard and make a
large V freely, and notice particularly the movement. You will not find this movement exactly repeated in any otlier
letter. Two other letters contain part of the movement. For instance, the W finishes much the same as the V, and the
first parts of the U, V and Y are the same.
This copy shows how you should repeat a word many times, each time striving for some definite goal.
The Educator
11
This copy will show you the similarity of the finishing stroke in v and w. Notice the similarity of the connecting
stroke. Both swing across at the headline. Pause on the dot in each letter. Get top turn in v rounding.
Cross practice work has some value in getting freedom and it also trains one in spacing. One thing to watch
is to get the work careful and not at any time to become careless.
The part which will be new to you in the Y is the final loop, for the beginning part of the Y is the same as the
U. The Y, therefore, is a combination of the U and J. Give special attention to the retraced downward stroke. Prac-
tice retracing this part. Watch the arrangement in making a row of Y's.
loop.
First make the Y a full space high, then reduce it slightly in size. Cross on the base line. Study size of lower
In writing the sentence see how much real grace and freedom you can get into it. Give .special attention to the
beginning and ending strokes. Notice where they start and end.
The first exercise is the same as the U exercise with the exception of the J finish. In practicing a sentence, break
it up and work on the parts which give you special trouble.
12
The Educator
You should write the days of the week and the names of the months well. Try this group containing T and F.
"^.^^^^^^ ^^^^^'
Review the H. See that you curve tlie top of the second part. Tlie two parts should be connected with a small
loop near the center. End at height of small letters gracefully.
This copy is worth your careful study. Notice the uniform slant of the downward strokes. Study the turns and
angles and general free swing. Notice that the tall loops are full and open. Spend about half of your time in study,
the other half in practice.
The Educator
13
'5L**i T; - ■'i^JSP-'*^-.^ .■:ri-l*Si:. jtm-
■•x%'>:*t.>a^'gS5'"-:^"^t^i!
u o Si I n ,
\/ n
h
i
The prim writing above shows wh.it lias heen di.voniplishcd by ..ne child in llio hrsi gr.tdc. 1 h*. siniii.irit> of tht- pmn W-tWr^ to thost used
spelling and reading will also be a great help in teaching these subjects. Print writing also subscribes to early expression in the priniar>' grades.
^^f biWi iiriiiiwir surrrss mhn has
limu> uu*ll , liiuiilu^it nftrit nnir Inn
rir iiiurli : wlxn has nninefr tin* n^sprrt nf inh»l
lim»nt ntiMt iiitit thrlnin* iif Irtth* ritflirnnt : mim has
Jf
filli»ir his nirhntiu> arrmitiilfshrtr his task: mha hits left thi*
umrltr hritiTthanhrfitunir tt^UThrthiTbiran iinpiiim»ir|m|!
PU u pm frrt pmn , nr a nwurtr snnl ; mhn has itrnrr
larkrir appiwfatiim itfiHii thfe bi^aiitij ar faflrh t0HprHS
It ; urlm has almaits ImM far the hrst la athin*s aah $mn
thi*brst he hair: athase hfr ams aa mspfratlaa^arhasr
mmmv a braiuMrtfaa;'
A beautiful page of lettering from Tadashi Hashimoto, 415 Tazutamura, Kume-gun. Okayama, Japan.
14
The Educator
Getting and Holding a Job
By James J. Hill
(The late Ja
nly a big .
e builder)
It is one thing to get a position; it is
another thing to Iseep it. Getting a po-
sition requires tact, forcefulness and
perspicuity; keeping a position is an
art. Getting positions is accomplished
by a number of men and women, but
the number of those who can keep posi-
tions is but small.
Appearance
When one starts to look for a posi-
tion he must possess the qualities of
cleanliness, clearness and perspicuity.
So much depends upon the first impres-
sion. Lax methods, unkempt hair,
soiled fingers, a necktie awry and con-
fused speech are some of the faults that
destroy the chances of an applicant.
When a man who is conducting a suc-
cessful business advertises for a jani-
tor or a private secretary he goes to
Ills office and finds several dozen appli-
cants awaiting him. He hears them,
one by one, and notices that this young
man has failed to polish his shoes, that
that young woman talks with a discor-
dant slang that so-and-so is carrying
the end of a cigarette in his yellow nic-
otined fingers, or that Miss This and
That is overadorned with cheap jewelry.
He finds that the young man is utterly
incapable of expressing himself clearly,
and that another has a newspaper with
.1 chart of the horse races sticking from
his pocket. Each applicant is denied a
chance because his outward appearance
arouses suspicion. These statements
may seem exaggerated, but they are the
plain, unvarnished experiences that
business men encounter every day. Fre-
(piently employers are obliged to en-
gage slovenly, untidy men and women
whom they dislike, because tlie ad-
vances of their business demand more
workers and the right kind is not to be
had; but you may be assured that,
when business slackens, such employes
are the first to go.
Training
The steady-growing business con-
cerns, the great mercantile houses, and
the conmiercial consolidations of the
United States have discovered that the
men who will conduct the affairs of the
future are the men who have been
trained for that purpose. The man who
will have worked his way from the
lowest rung will be the man wlio will
ultimately determine the destiny of the
business concern. Our vast business en-
terprises are becoming larger every
year. No man can be trusted with the
management of one who does not know
every fractional part of the working of
that concern with which he is con-
nected, and who has not been a part of
that working. Hence the importance
of giving work to men and women who
will keep the best interests of their em-
ployers at heart and Iilend them with
tlieir own.
Training in Handwriting de-
velops such qualities of char-
acter as self-control, neatness,
accuracy and observation.
Show What You Are
If you seek employment as a sten-
ographer, let your appearance tell that
you are a stenographer; if you seek
employment as a coal heaver, let your
appearance show that you are a coal
heaver. I do not mean that the sten-
ographer shall be gay with cheap jew-
elry or redolent with the lingo of the
typewriter, nor do I mean that the coal
heaver shall be black, grimy and un-
washed. But I do mean, that you must
aim straight at your point; that you
must show, first of all, by clear expres-
sion, by ready answers, by a polite,
gentle, yet vigorous, manner, that you
are ready to fill the place to the best
of your ability.
Having secured your position, how
sliall you keep it? First, and always
by being absolutely and strictly honest,
for honor and character are man's
greatest promoters. They stimulate
energy and promote confidence. Who
can deny the great power of energy and
confidence? After an employer finds
out he has an energetic clerk in whom
lie can place absolute confidence, that
clerk's future is a very promising one.
Personality Acquired
.Vlways remember that, next to
honor, the quality that counts the most
is personality. While many will tell
you that personality is a gift just as
surely as is the art of composing music.
let me assure you that nothing else
can be acquired as easily as personality,
if one has the mind to acquire it. A
bad temper, a sour disposition — becom-
ing cross and petulant when denied
your way, speaking with sharpness
when a kind word can just as easilj'
be uttered, and letting anger have its
sway — are faults that may be overcome
if one earnestly and persistently tries
to do so. They hinder the acquirement
of a desirable personality and so lessen
one's advancement, and, more than all
besides, they shorten life. Personality
is nothing if it is not the companion of
politeness. No man wants to keep a
person in his employ who is not polite.
Never let a harsh or impolite person-
ality be the weak link in the chain of
your qualities. If it is, you can rest
assured that it is the easiest link to
strengthen. I do not mean to infer that
one should be maudlin and puttylike in
order to produce personality, or that
he should assume politeness. Such a
condition or attempt never exalts a
man; it simply makes him appear false
in the eyes of his employer. Nature
made all of us to act natural. A bad
temper can be expurgated, the same as
any other vice. Don't confound anger
and firmness. We admire a man who
can assert his rights and stand by them,
and we more than respect a man who
can say "no" with vigor and purjjose
when "No" should be said; but we
rightly despise a person who scolds and
vociferates.
Always keep your promises. Your
employer will never ask you to do more
than is possible. Remember that an
unfulfilled promise is as bad as a down-
right untruth. Live within your means.
Never let a month pass that you do not
put something in the bank. Dress
neatly and plainly, for an employer
marks a man as a fool who apparels
himself with extravagance and glaring
colors. Never try to win the favor of
your employer by slandering your fel-
low-worker. Slander always sticks. Re-
solve slowly and act quickly. Remem-
ber, it is better to be alone than in
bad company; that you can not give
your employer or yourself full value if
you try to work after a night of dis-
sipation; that silence, like cleanliness is
akin to godliness; that a clear consci-
ence gives sound sleep and good di-
gestion, and clothes one in an impreg-
nable coat of mail.
The Review
Published by the Lawrence. Kansa
J
The Educator
15
lahitpj — brat tt&zta*f m rier|itntiu
i leaurraitij^irrzriuhar taieitttti-
rf-p0irrtrnTrtgr iitoblttwa mifkii
5tr tnlloiri blmtip0o,5nTr ^puouie
rnotg rijj$ta5ri ^ itaitrzac I firipba-
rzar, ^ortrszar i b'fa^osfauiif
(p Bote, to ra i|ftit ! A ^rst onn
<auqjic,l<<xp'famr3em^ ChrgiteaJ
erv beautiful illuminated piece of work made by Sister Mary Deograce, Feliciai
mnating in The Zanenan Summer School. We congratulate Sister Mary De.
Lodi, N. J., while talcing special
her skill and artistic ability.
16
The Educator
Excerpts From Problems Involved In
Professional Relationship Between Hand-
writing Supervisor and Elementary Teachers
One of the major problems involved
in professional relationship between
handwriting supervisor, or indeed any
supervisor and the elementary teach-
ers, is the problem of providing ade-
quate stimuli which will result in max-
imum growth and the provision of con-
ditions whicli will favor this growth.
. Difficulties arose between supervis-
or and principal on account of the lack
of the definition of administrative au-
thority, and according to progressive
theory the special supervisor should
exercise no administrative authority
but should have advisory powers only.
Supervising the improvement of class-
room instruction thus becomes a coo)!-
erative undertaking between superin-
tendent, principal, and supervisor, the
responsibility of which belongs to the
principal.
At the present time supervision is in
a state of change. All types exist, but
there is a constant tendency toward the
professional type of supervision. This
nietiiod attempts to enlist the teachers
in a large constructive program of
school improvement. It aims to build
up teacher and pupil morale through
cooperation and through the spirit of
service from the very foundation; pu-
pils help each other, the teacher helps
the pupils, the principal helps the
teachers, the supervisor helps both
principal and teachers — a procedure so
necessary for progress.
What are some of the criticisms
which teachers have made of super-
By Mamie Eppler, Supervisor,
Fort Worth, Texas.
(From the N. A. P. T. S. Report)
1. Failure to provide conditions con-
ducive to cheerfulness, hopefulness, and
initiative.
2. Lack of democracy — taxation
without representation — too much
power, infliction of supervisor's method
with no opportunity to use those meth-
ods acquired through study.
3. Supervisor's lack of training, per-
sonality, and teaching experience.
4. Utter disregard of psychological
laws in supervisors' methods of criti-
cism in which they discuss unfavorably
the work of the pupils before the class
or leave the teachers without courage
and self-confidence.
5. Unreliability of judgment of su-
pervisors due to mental and physiolog-
ical conditions and favoritism.
6. Requirement of teachers to be
sjiecialists in all fields.
7. Lack of time sense — in which
there is a disregard of the number of
demands made on a teacher's time —
summer sessions, educational projects,
preparation of plans, clerical work
which teaching involves, supervisors
conferences.
8. Failure to realize that other su-
pervisors make similar demands.
9. Lack of planning and organiza-
tion of supervisors' meetings and the
tendency for them to be too often a
clearing house for fault-finding from
which teachers leave disheartened and
discouraged.
10. Requirement of the knowledge
and application of the principles of
education and the failure to be guided
by the same principles in the demon-
stration classes which the supervisor
gives.
11. Forgetfulness of the fact that
the supervisor, too, at one time was in
the rank of skillful teachers.
Now many of these criticisms may
be unjust, yet they should mean some-
thing to you and to me in the study of
ourselves and should imbue us with a
deep feeling of our responsibility in
the great educational program of our
land.
In an article by Dr. Hosic of Co-
lumbia University in wliich he discusses
A Balanced Program in Supervision,
he says:
The danger of setting up his subject
as a separate kingdom should be of
chief concern to the special supervisor.
Our efforts must integrate and harmon-
ize with the unity of effort for the
school program as a whole. Adminis-
trators, supervisors, and teachers must
be brought into close relationship. Too
often we are unaware of what the
others are really doing. It has been
said that every supervisor should visit
every type of activity in which pupils
of the schools are engaged.
In conclusion I would like to mention
the liuman element involved in super-
vision. Nothing can ever take the
place of the sympathetic personal con-
tact of co-workers. Science has its
place in educational procedures but it
cannot take the place of the super-
visor as a "real person."
R.M. MAUGA.NS
f iploma5 -JicmoriaU - 1lc5olution5
/ra Itinas of L-ttcrUi^ - mottoes and p ocm5 for feantlncj - name caxds
Statesville. North Carolina
A letterhead made and used by Mr. Maugans who is following the work in Tlie Educator.
f-
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Letters written by E. W. Bloser and loaned to us by C. W. Jones, Brockton, Ma
18
Ornamental Penmanship
Script by the late A. M. Wonnell
The compound curve or stem is a very important stroke in ornamental penmanship. Practice the compound curve stroke separately as well as practice on
the letters. Study the location of the shades and the size of the ovals. Get plenty of snap and grace to your work. The more practice you do the
more skillful you should become.
'.^M^-t::^ y^^CtTT-Z^
The above beautiful business writing was sent to us by Y. Yashirodn, No. 10 Iwai-Kotobukicho, Okayama-City, Japan.
The Educator
19
Lessons in Card Carving
By J. D. Carter, Deerfield, 111.
Lesson No. 3
In Lesson No. 3 we are presenting
some new designs l)ut I ha%'e thought
it best to use the plain cutting strokes
used in Lessons No. 1 and No. 2.
For this Lesson I have arranged a
few conventional forms of flowers col-
ored with different colors of ink, then
I used a straight cutting stroke on the
outer edge of the flower design to the
center which gives a pleasing result. It
gives a raised effect making the design
look much as though it had been cut
and pasted on the card.
I suggest in working this lesson that
you select one of the more simple de-
signs and make several of them on the
card for cutting either with knife or
pen as indicated in lesson No. 2. I
used pen and knife in cutting the de-
signs of this lesson.
If you have a flower catalogue I sug-
gest you cut out a few of the simple
colored flowers — paste them on card-
board and when the paste is dry try
cutting with a straight simple stroke
from the edge to the center of the
flowers. I am sure if you will care-
fully follow instructions you will soon
get pleasing results.
The "Holiday" design of this lesson
shows that more elaborate designs can
be worked witli a few simple carving
strokes.
The border work in the two designs
of the lesson was cut then retouched
with pencil and pen to give a pleasing
contrast. Try your skill at this kind
of border work.
I will be glad to receive specimens
from a number this month. Enclose
return postage and I will be glad to
give you helpful criticism on the work
you are doing.
WJ^^M^J^^A^^J/M^^
20
The Educator
How May Private School Teachers Improve
Themselves and Increase Their
Worth to the School
By J. Murray Hill
The subject is all embracing. It re-
■calls the timid teacher who was induced
to speak one morning at his school as-
sembly. When he arose (apparently
with fear and trembling) his fellow
teachers reflected sympathy. But, when
he announced his subject, they found
that he was at least suffering no terri-
torial inhibitions. He announced he
would discuss "The Idiosyncrasies of
the Human Race." I feel quite as am-
bitious as he in addressing myself to
the topic of, "How Teachers May Im-
prove Themselves and Increase Their
Worth to the School." Tlie dimensions
(if the subject cannot be fixed, and one
hardly knows where to start. I as-
siinie, however, that no platitudes con-
cerning the proper use of spare time or
the wisdom of personal improvement
are indicated or invited.
Few teachers will agree with a proml-
Tient educator who said that as a class
they have more spare time than is en-
joyed in any other profession! Quot-
ing this statement even, may cause me
to lose caste with my crowd. How-
ever, on one point we can agree: Teach-
ers have all the time there i.s — so, how
best use it?
Any classroom teacher has made a
good start toward improving herself
and increasing her wortli when she de-
termines to do an increasingly good
job of teaching. The greatest need in
America is education, and the greatest
need in education is teaching. Not lec-
turing, reading, or transmitting literally
the content of some blindly accepted
text — but, original, interesting, and ani-
mated teaching — teaching that makes
each individual lesson an "adventure
for the student."
Every teacher should liave, side by
side, this simple but beautiful state-
ment from William Lyon Phelps, "I
I^ove to Teach" —
"I LOVE TO TEACH"
"I do not know that I could make en-
tirely clear to an outsider the pleasure
I have in teaching. I had rather earn
my living by teaching than in any other
way. In my mind, teaching is not
merely a life work, a profession, an oc-
cupation, a struggle; it is a passion.
T Love to Teach.
"I love to teach as a painter loves to
paint, as a musician loves to play, as a
singer loves to sing, as a strong man
rejoices to run a race. Teaching is an
art — an art so great and so diiBcult to
]naster that a man or woman can spend
a long life at it without realizing much
more than his limitations and mistakes,
and his distance from the ideal.
"But the main aim of my happy days
has been to become a good teacher, just
as every architect wishes to be a good
architect and every professional poet
strives toward perfection."
And this quotation from an editorial,
"Shades of Socrates," which appeared
some time ago in the college paper of
a large University not many inilfs from
Michigan Boulevard.
J. Murray Hill
The accompanying address was de-
livered by Mr. J. Murray Hill before
the private school department of the
N. C. T. F. Convention.
Mr. Hill is vice-president of the
Bowling Green Business University,
Bowling Green, Ky. He has had years
of experience teaching accounting,
salesmanship and law. In addition to
his connection with the N. C. T. F. he
has held offices in the Southern Com-
mercial Teachers Association and is a
member of the Board of Directors of
several firms in Bowling Green and has
also held several high positions in the
Rotary International.
"SHADES OF SOCRATES"
"One does not expect to dodge the re-
sponsibilities of work — but >indeni-
ably there are many classes in which
the student cannot help knowing with-
out a doubt that he is no more than a
name on a yellow class card. His per-
sonal interest in the course, his especial
difficulties with it, his possibilities of
creative work for it — do not exist for
the professor.
"To such a teacher, the class members
consist of a score or so of nondescript
faces and names that swim vaguely
withoiit ever hitching. Papers are to be
corrected, worse luck, and grades given
out according to some bell-shaped curve
that allots to a class of twenty-five, one
A., two A's — pieces of paper with blue
ink marks.
"The students are paying to be
taught, and they have a right to de-
mand that their instructors show a
gleam of intelligent enthusiasm both
for the subject and for the men and
women who are enrolled to learn of it."
I repeat — the teacher's first oppor-
tunity for personal development is in
her own teaching, and while not the
only one — it is by far the most potent
means, within the reach of the teacher,
of increasing his or her worth to the
school.
Subsequent suggestions must of
course be in some measure a part of
the first. Our private school teacher
should understand the peculiarly direct
responsibility which the private com-
mercial school faces. Patrons who pay
direct tuition, expect direct results. It
has been said that teachers who have
obtained their experience in public
schools do not make satisfactory pri-
vate school instructors. Such a state-
ment is debatable — but the reason given
provokes thought. And private school
teachers should understand it. It is
that the public high school is not held
by patrons rigidly accountable for re-
sults. Yes, we pay public school tui-
tion, but the process of payment is de-
tached and impersonal. The average
citizen may and does resist high taxes,
but he wants relief rather than returns.
The taxpayer has been told by leading
educators, journalists, columnists, busi-
ness executives, et al., that we are not
getting results in our public institu-
tions. It is predicted that America
would cast an overwhelming vote to
the effect that public education has
failed — and yet, within the past six or
eight years the taxpayer has poured
money into Public Education and con-
tinues to do so. Thus, from experience,
the public school teacher learns that
liis income and promotion are not, as a
rule, in direct proportion to results ob-
tained. The reverse is true in the ex-
jierience of the private school teacher.
Private business schools know that >in-
less results are obtained, and that with-
in a given time, disiilcased patrons will
demand to know why, or worse still,
cease to patronize and support.
Therefore, one of the most important
things that members of a private school
I
The Educator
21
faculty can do to increase their worth
is to help to organize and correlate
their courses so that students can be
equipped as promised, and equally im-
portant that it be done within the time
limits promised. Patrons of private
schools must conclude when courses are
not completed within the fixed time
limits, that their children are subnormal
or that the school has failed. The
former — abnormality — may be true but
it is a dangerous alibi for the schools.
Teachers should give more study to
the content of the courses they are
teaching. Too many private schools,
being actuated by a desire to keep pace
with progress, have added sub.iects to
their courses without increasing the
time estimates or time limits originally
given to those courses. If such a con-
dition prevails in your school, and I
think it does prevail in some of the
best private schools in the country,
teachers should give thought to the
problem.
A member of the staff of a large and
well-known business school recently
made a study of the records of 900 stu-
dents, who, over a period of a few
years, had filed formal applications for
positions in the Employment Depart-
ment of the school. He found that of
this number only 106, or twelve per
cent, had fully completed every require-
ment of the courses taken ! Here is
both an instructional and administra-
tive problem. If the teachers in that
school are able to contribute to its anal-
ysis and final solution, they have found
a very practical means of "increasing
their worth to the school."
Speaking generally, we are the only
schools in commercial education who
train toward a definite objective — THE
JOB. Private schools should hold fast
to their original and natural place in
education. Some of us — I say us, qual-
ifiedly, have undertaken to disassociate
business training from business posi-
tions. But that was B. C. (Before the
Crash). Now — and probably for years
to come, about the biggest thing any
kind of education may do is to prepare
for and get "bread and butter" .I'obs!
This is our field and the objective takes
on a new dignity under present eco-
nomic conditions. Now is the time for
the Private Commercial School to for-
tify its unique position in the field of
education ! I recently had a letter from
a business school teacher who wanted
to change his field "because he did not
believe the private business school had
any future." He is right so far as his
own school is concerned and his atti-
tude is probably a contributing factor.
Such a teacher is a liability. Business
colleges cannot in these daj's of stress,
carry teachers on their staffs who do
not believe in the permanency of good
private business schools. For twenty
years I have been hearing that the pub-
lic high school had all but eliminated
the private business school and yet
after all these gloomy prophesies con-
sider the following: Some time ago I
mailed about 32.5 questionnaires to su-
perintendents of public high schools in
which I sought to determine the Pub-
lic School Commercial Department ob-
jective in the minds of those superin-
tendents.
40% said: They expected their
teachers to equip tlieir students to hold
positions upon graduation from higli
school.
20% said: They wanted their teach-
ers to equip commercial students to
take similar courses in institutions of
higher rank.
31% said: They wanted their com-
mercial teachers to train students in
commercial subjects for the sake of
education itself. 9% failed to answer
the questionnaire — Coming from a
goodly number of superintendents in
cities of varying sizes from more than
thirty states, this is interesting infor-
mation for private business school peo-
ple. The attitude of this group of
superintendents strongly suggests that
leadership in the secondary schools is
not inclined to go further with the mis-
take of converting the public high
school into a vocational institution. So
far as the policy of these superinten-
dents and principals is concerned, the
majority of their graduates are poten-
tial business college prospects.
Certainly the public high school has
found, speaking generally, that if it
goes too far in overloading its curricu-
lum with "tool" subjects, it sacrifices
the fundamental equipment of the stu-
dent, which can never be replaced with
a smattering of vocational training. If
this assumption is sound, and I think
it is witli the exception of large city
high schools, the average high school
then is becoming a growing source of
supply and a complement to the stand-
ard private business school. Just as a
sort of "straw vote" I checked the
whereabouts of 421 Kentucky High
School Graduates of one class. Elimi-
nating those who have already entered
colleges (including a high percentage
of business schools) and those who have
secured permanent employment, I
found there remain 211 or .51% of this
number still at home — all potential
business school prospects! Regardless
of whether this or that business school
is failing, viewed from a broad per-
spective, we must conclude that our
field has not been usurped by the pub-
lic high school and that our place in
education is sufficiently secure to in-
sure the perpetuation of good business
schools in America. No other kind
should survive.
What has all of this to do with the
personal development of the teacher?
Everything. The private school field
needs leadership. We need teachers
who will address themselves in tho\ight
and action — not only to the problems
that are ours — hut to the opportunities
that are ours. There is no line of de-
marcation between the interests of the
school and the teacher. There never
was a time in the history of private
school education when business college
teachers should be so grateful for their
jobs and so encouraged to push forward
to the mark of the high calling as now.
HARRY EUGENE BARNES
President of Barnes School of Com-
merce, Denver, Celebrated his Sixtieth
Birthday, October 24, 1936.
At the regular Friday assembly of
the faculty and student-body, Mr.
Richard J. Triplett, member of the
faculty in the Bookkeeping Depart-
ment, acted as spokesman for the fac-
ulty. He said in part:
Mr. Barnes, the faculty wishes to
join in this celebration. As we peer
into the past — our students and friends
view with me some events in the life
of a single individual. First we see a
young, energetic, scliool master enter-
ing Denver.
We see you, Mr. Barnes, with deter-
mination and purpose in your approach
to life's problems; toiling with your
brother to found this school. We can
see you in the classroom; also assum-
ing the duties of president of the
school. We see a great army, over
2-5,000 former students, paying tribute
to you as we pay tribute to you today.
We see you as President of the Com-
mercial Teachers in the Colorado Edu-
cation Association; as Vice-President
of the National Association of Accred-
ited Commercial Schools; as President
of the Central Section of Commercial
Teachers in the National Education
Association. We see you being made
an Honorary Member of the School
Masters' Club. We scan thirty years of
history, and wherever we find educa-
tional leaders, we find you.
We also find you elsewhere. We find
you equally active in Business, Social,
and Religious circles. We see you be-
coming a Charter member of the Den-
ver Rotary Club; active in the Adver-
tising Club; and in the Chamber of
Commerce. We see you affiliated with
the Church, the Sunday School, the
Colorado Council for Religious Educa-
tion; as Superintendent of the Sunday
School at Grace Church for twenty-
five years; and as President of the Col-
orado State Sunday School Associa-
tion.
Without our magic glasses, Mr.
Barnes, to open the pages of history,
we see you today, a respected, honored,
citizen and educator of Sixty.
We all join in wishing you great
happiness, joy, and more success in the
years to come.
Mr. H. E. Barnes was presented with
a flower offering from the students, and
with a gift from the faculty.
The Barnes School was founded in
1904. We are indebted to Norman
Tower who has been associated with
"Barnes" 21 years, for this news item.
22
The Educator
A Pioneer Penman
G. A. Gaskell was one of America's
most skillful penmen. He was one of
the best known penmen because of his
national advertising. At the time the
above flourish was made in 1880 he was
in his prime. He conducted the Bryant
and Stratton Business College in Man-
chester, N. H., where quite a number
of America's prominent penmen re-
ceived some of their early inspiration.
Notably among these penmen were L.
Madarasz and W. E. Dennis. Gaskell
advertised the work of these and other
.voung penmen in magazines throughout
the country and was one of the first
to promote the "before and after" type
of advertising. One of Mr, Gaskell's
former associates, L. G. Wilberton, M.
D., now of Winona, Minn., writes as
follows:
"About the year 1882-83 I accepted
a position in the Bryant & Stratton
College, Manchester, N. H., and re-
mained with them a year as a teacher
of Bookkeeping and other subjects. At
that time Prof. G. A. Gaskell was presi-
dent of that college. He was in the
height of his penmanship skill.
Prof. Gaskell was still a young man
and of excellent personal appearance.
He would be classed as a handsome
■ fession. He evolved a style of writing
that was purely his own. He was a
real artist and master in describing how
each letter should be made, carefully
showing the right and wrong way in
forming letters and figures. The stu-
dents soon became interested to learn
how to write well. The results were
that his students became excellent pen-
men and teachers.
Sliortly after I left Manchester, Prof.
Gaskell died. My opinion of him stands
liigli and I am sorry he died so young."
The flourish reproduced above was
loaned to us by Capt. F. O. Anderson,
Alliert Lea, Minn.
G. A. Gaskell
man, about six feet tall. His bear-
ing was erect and pleasing man-
ners. He was a natural orator and
speaker as well as a teacher of first
rank. He excelled in teaching others.
Penmanship was his favorite subject,
and he did much to advance the study
of good writing; in fact he became a
national figure in the penmanship pro-
H. O. Keesling, President of Pasa-
dena Business College, Pasadena,
Calif., celebrated his sixtieth birthday
by sending us a package of copies of
ornamental penmanship which chal-
lenge the ability of the most skillful
in the penmanship profession, young
or old.
We congratulate Mr. Keesling upon
his fine ornamental pen work and hope
that we can persuade him to prepare
something in black ink which will re-
produce for our readers.
1
The Educator
23
E. C. T. A.
A few decades ago the center of in-
terest in educational procedure was
transferred from subject matter to its
original place — the individual to be
educated. With startling rapidity and
telling effect, progressive innovations
in educational theory and practice im-
mediately followed. To familiarize
educators with these progressive theor-
ies and practices, teachers' associations
used them as theme topics for their
conventions and secured eminent edu-
cational leaders to discuss them.
Among the first of these organiza-
tions to appraise fully and clearly the
value of such discussions and the pos-
sibilities inherent in them for profes-
sional growth and development was the
Eastern Commercial Teachers Associa-
tion, whose annual convention pro-
grams have invariably featured as a
topic for discussion a paramount and
timely educational issue. The interest
these discussions aroused, the popular-
ity they attained, and the invaluable
services they rendered were soon re-
flected in an urgent demand that the
addresses be preserved in permanent
form. In response to this demand,
the first Yearbook of the Association
made its appearance in 1928. This is-
sue and its successors became an out-
standing annual contribution in tlie
field of commercial education.
These are the interesting titles of the
Yearbooks already published: Func-
tions of Business Education, Curricu-
lum Making in Business Education, Ad-
ministration and Supervision of Busi-
ness Education, Modern Methods of
Teaching Business Subjects (Vols. I
and II), Teaching Devices and Class-
room Equipment, Business Education in
a Changing Social and Economic Or-
der, Problems of the Business Teacher,
and Guidance in Business Education.
.\11 of them have won the well-merited
praise of teachers and administrators
interested in commercial education, and
several of them have been selected in
the annual list of the sixty outstanding
books in education.
The 1937 Yearbook promises to
carry on the tradition established by its
predecessors. I'nder the title, Measur-
ing for Vocational .\bility in the Field
of Business Education, it will deal fully
and significantly with each of the fol-
lowing specific aspects of the general
problem: Present Practices and Sug-
gested Improvements in Vocational
Ability and Testing; The Test in Fun-
damentals; The General Background
Test; The Personality Rating Schedule:
Testing Secretarial .Vbilities; Testing
Bookkeeping and Accounting Abilities;
Testing Clerical Abilities; Testing Pen-
manship Abilities. These are but a
few of the topics discussed in this com-
prehensive and intensely interesting
treatment of a subject that has such
far-reaching implications for those who
seek gainful employment in the business
world, as well as for those who train
them for such employment.
Signatures by that sktIUuJ p
number of The Educator.
Oregon. While they were
, S. M. Blue, whose obituary appeared in the November
e signatures were loaned to us by M. A. Albin, Portland,
prepared for engraving, they show a marvelous command
of the pen.
NEW POSITION
Donald M. Glossner, who for some
time tauglit in the Carnegie, Pennsyl-
vania Schools, is now teaching in the
Corrj' High School, Corry, Pa. Be-
fore going to Carnegie he specialized
in handwriting at Columbus, Ohio.
Handwriting has been fundamental in
securing good positions for many com-
mercial teachers.
EDWARD C. MILLS
Script Spec tall!
P. O. Drawer 981
for Engraving Purpos!
Roch.
N. Y.
The finest script obtainable for model illus-
trations for bookkeeping texts, business forms;
works en correspondence, arithmetic, and for
readers, spellers, etc. By appointment only.
THE cotteci POINT FOR
EVERY NEED
/
STEEL PENS
A pen
your h
ally de
vidual
leading
of 8 sc
point shou
andwriting.
igned to fi
as your ow
stationers.
lool pens.
d be as
Gillott-
every
n handw
Send IC
distinc
s Steel
vriting
riting.
c for s
tly your own as
Pens are especi'
need . . . indi-
On sale at all
ample assortment
ALFRED
93 Chambers Stree
FIELD
& CO., INC.
New York,
N. Y.
<|^ MARTIN'S.
Save Money
Book Form Diplomas
New, attractive designs lithographed to your
order on heavy Parchment for 5c each in quan-
Paper Covers. 6c each, and up.
Nearleather Covers, 12c each, and up.
Genuine Leather Covers. 24c each, and up.
Send for free "Business School Catalog." It
will aid you in judging Diploma and Cover
values, also how to get the most for your ap-
propriation.
Martin Diploma Company
Street, Boston, Mass.
24
The Educator
M. Otero Co/menero, San Juan, RR.
and some of his skillful cards.
Mr. Colmenero has been known for many years as Puerto Rico's finest penman. It is with pleasure, therefore, that we present his
photograph and some of his work. Notice the graceful curves, the beautiful ovals, and the dashy shades.
^jmi^
By C. P. Zaner
ddz/i/Zf/i^
The Educator
25
BOOK REVIEWS
Our readers are interested in books of merit,
but especially in books of interest and value to
commercial teachers including books of special
educational value and books on business subjects.
All such books will be briefly reviewed in these
columns, the object being to give sufficient de-
scription of each to enable our readers to de<
Problem Studies in School Administra-
tion, by Ernest C. Witham, Associate
Professor of Education, Rutgers Uni-
versity. Published by Prentice-Hall,
Inc., New York, N. Y. Paper cover,
186 pages.
The lecture method in graduate courses in edu-
cation. particularly in the field of school adminis-
cr.itii)n, is not satisfactory to either students or in-
structors. Consequently, whenever a class is made
up tif students who have had valuable years of ex-
perience behind them, ample opportunity should be
provided for a full utilization of such background.
Unquestionably, wide reading is necessary and a
good textbook is important, but in order to capital-
ize on the experience of the class it is necessary to
have a set of real problems that have been drawn
from actual experience.
There is not a single fictitious problem in this
book. So real are the experiences presented here,
that regarding nearly every problem some person
might say: "I recognise the school system where
this took place." As a matter of fact, although the
exact school system referred to in the problem may
not be known, like situations may be recalled.
As a guide for the student, a sample problem,
"General Supervision," has been presented, to-
gether with a solution. The solution offered here
should not be considered as the only one possible;
its purpose is rather to serve as an illustration. AH
the other problems have been presented without
solutions, and with every problem pertinent ques-
tions and a selected bibliography have been given.
The best method of using the exercises will de-
pend upon the size and make-up of the class. Some-
times a general assignment of two to four problems
to all members of the group may be found desir-
able; at other times more effective results may be
obtained if special assignments are given to indi-
vidual students.
Key-Driven Calculator Course, by Ray-
mond C. Goodfellow, Director of Com-
mercial Education, Newark, New Jer-
sey, Rosann School, Burroughs Adding
Machine Company, New York, New
York, and Albert Stern, Manager,
School Department, New York Bur-
roughs Adding Macliine Company and
Instructor, College of the City of New
York. Published by South-Western
Publishing Company, Cincinnati, Ohio.
Paper cover, 182 pages.
The key-driven calculator is recognized a;
of the essential office machines upon which m
business depends. This type of calculator, bi
of its wide use in business offices throughoL
country, has become a definite unil
in many schools on the secondary
levels. It is essential that proper
given if satisfactory standards are to
students who ente
operators.
odei
The autho
studied all phases that enter
se of study for students who
of the key-driven calculator.
of study for this type of
1. The type of material used must be within
the mental range of the average student.
2. A complete knowledge of the calculator should
be possible of attainment within
length of time.
This workbook has been written with the idea
of providing material that is arranged in proper
sequence and that includes the types of work that
are usually required in business situations. The
course has. therefore, the following char;
:
I
can be completed wi
hin a school sem
ester.
2
with
It
is possible
the capabiliti
of ace
's of. the
omplishment by,
average student.
and
3
quir
I
ed
teaches the
in the use o
principl
the calc
es and operation
ulator.
4
It
teaches the
exercise
of correct techn
qucs.
5
selec
It
ted
s content is
from stand
practica
ard busi
because it has
ness practice mat
been
enal.
6.
poss
It
bl
introduces
that the
forms at the ea
student can gain
rliest
act-
experience from
The McGhee Studio!
Makers and Designers of
FINE DIPLOMAS
Estimates furnished
143 East State Street
Trenton, N. J.
The course consists of sixty assignmen
four of these assignments are bound in
book. An additional six assignments
ments Nos. 10. 20. 30, 40. 50 and 60
vided separately for use as tests. Each ;
in the workbook has been planned so
average student is able to complete it
forty-five minute period. Each of the
may be given in fifteen minutes. The n
the assignments is cumulative, that is. oi
tain operation or skill is taugh
BLACK INK
MEUB'S
PROFESSIONAL
The Ink Supreme for all fine Penmanship
Made expressly for the Professional Penmen and
Engros^iers of America. Writes black and staj's
black. Order tliis fine Product Today. Satisfac-
tion guaranteed.
A special bottle, with wide opening for use of an
oblique penholder, costs 60c.
ALBERT P. MEUB, Expert Penman
P. 0. Box 194 Pasadena. California
3. The teaching
checking
should be carefully
practice and for
^ ^ • ■ /
-- , ..A^.^;.=,.
. ... ,/ _ ^ ., .-■^■: .,/.,./<..., ./
/
'",.//, //. \ / .l'-/-
. /
':/fy ;■ . ■■;■;::/
..., r/y ^4, .-,.,, ..- -.^/ ", ... ^: ■-.' -
// ' v / , ^ ,
^yz.i:zZf^u, '. u-^j^4i(^_J-n'<n^t^^/yz^i-('l^i^
This illustrates how accurate script may be appropriately used in engrossing
resolutions. It represents a page from an album prepared by Charlton V. Howe,
2312 Girard Trust BIdg., Philadelphia, Pa. While Mr. Howe has been noted for
his superb engravers' script he is equally as skillful in plain Spencerian style of
penmanship. The delicate shades give the work an artistic effect which is very
pleasing in resolution work. Penmen should be able to do all classes of pen work.
26
The Educator
Lessons in Modern Engrosser's Script
Prepared in the office of The Educator
X(i. I
Half the battle in learning to write script is study, the other lialf is practice. Before writing any of tlie copies in
this lesson study them. Get a good mental picture of each letter. Know exactly where the strokes sliould go.
There are so many tilings to speak of and to watch in these few words. However, we would suggest that you watch
slant, spacing, height, uniform thick down strokes, and be sure to get a light touch.
Send your work to The Educator for a few free suggestions. Be sure to enclose return postage.
«^
NATIONAL COUNCIL OF
GEOGRAPHY TEACHERS
The annual meeting of the National
Council of Geography Teachers will be
held in the Hotel Syracuse, Syracuse,
X. Y., December 29 and 30.
• CAL P.\YING PENWORK. ABC.
"OEMS" To Ilelu tlie Dtjpressed, Prices soon Normal
and lllEher. "GEMS" 10c.
D. L. STODDARD
R. R. 4 Bo
Specimens, articles, news notices and
suggestions are always welcome.
PENMANSHIP WITH THE CHRISTMAS SPIRIT,
SDarkling with dimtiness. Price includes your
name in ornamental on each card:
21 Selected Xmas cards (with envelopes) $1.50
24 Christmas Gift cards (in colors) 50
Envelopes addressed — .50 per doz. (super-fine)
Specimen good eiroush for your scrapbool^. together
with my boolilet ot Calling Card samples, 50c.
C. 0. ELLEFSON
"Minnesota's Master Penman"
P. 0. Box 1028, Proctor, Minn.
I TEACH BY MAIL
All Supplies (urnishcd. \
(or details and mv book, "
to Bee.
FREE!
elegantly written on a card if
enclose stamp to pay postage
Write today!
T. M. TEVIS
25-C, Chillicothe
I Thirty Years of Distinctive Service to Teacher and Employer >
I Our specialty is placing commercial teachers. Our candidates have '
I been sent to every state and sc\cral foreign countries. Let us help you. '
» Continental Teachers' Agency, Bowling Green, Ky. j
1 ^^^i
ENGROSSERS
SUPPLIES
Artistic Initial Cards, Borders highly illumi
natcd in colors for Poems, Mottoes and Resolu-
tions. Send 25c for Samples. Sheepskin, Vel-
lum, Album Coycrs, Gold. Silver, etc. Send
for Price List.
THE HARRIS STUDIO
Engrossers and Illunitnators
14 0 S. Dearborn Street Chicago, Illinois
The Educator
27
i|iiii(ii!ii;iiill!|!ji:niiill
iiihiiiiim
III '.I'll'^^/tffi
ilMTOR
4>.
EXCHANGE SPECIMENS
I wish to exchange penmanship specimens with
American penmanship lovers.
Kikuo Yamaguchi
537 Daicho Ashikaga City. Tochigi-ken, Japan
.. script, 25c. Leather, silk-
. $5.00, including name
■ ind paper, $6.00
DESIGNING AND !
ENGROSSING
By E. L. BROWN
Rockland, Maine
Pen drawing:
The design herewith has a seasonable
effect and also inijiresses the fact that
The Educator is the door of oppor-
tunity. It is well to cultivate origin-
ality in making commercial designs,
and often a design that tells its story
convincingly is more successful than
one better artistically, although good
art is liighly desirable.
Lay off a rough sketch first, develop-
ing the idea to be expressed in smaller
form than the proposed drawing, giv-
ing especial attention to balance and
arrangement. Next make a careful
pencil drawing enlarged to desired
size, (7 X 13%) inches is size of origin-
al pen work. Suggest tone values and
aim for the icy effect.
Zanerian ink is best for pen drawing
and lettering. Coarse and tine pointed
pens will be necessary. Note quality
and direction of lines in treating the
different values. Short parallel lines
give ice effect; thicken lines to pro-
duce contrast between background and
lettering. Use a fine pen for holly
wreath and a coarse one for the back-
ground. The ground of the words
"The Educator" may be laid in solid
black and afterward stippled with Chi-
nese white in a clean pen, or stippled
in the usual way.
We are glad to note a renewed in-
terest in these lessons, and many have
sent in work, and very good work too,
for criticism. Shall be glad to hear
from others, as we are always pleased
to be of service to all faithful workers.
SAMUEL J. MARGOLIS
Engrosser and Penman
595 East 167th Street, Bron.v, N. Y.
hatters. Card Wr
nd als.
Resolutions, Charter,
Diplomas engrossed
racts also taken for eng
lopes addressed in o
En
Catalog a
Ask about
Booklet Diplomas—
of Brush and Penwork
HOWARD Si BROWN
ROCKLAND, MAINE
28
The Educator
By the late H. B. Lehman
MISTAKES
(With apologies to somebody.)
By Leewin B. Williams
When a lawyer makes a mistake — lie
tries it all over again.
When a judge makes a mistake — he
hangs it.
When a doctor makes a mistake — he
buries it.
When a preacher makes a mistake —
nobody knows the difference.
When a plumber makes a mistake —
he charges twice for it.
When a professor makes a mistake —
everybody laughs.
When an engrosser makes a mistake
—GOOD NIGHT!
At the diploma season the work fre-
quently comes in a rush. Engrossers
must work rapidly and long hours. Mis-
takes are expensive — to somebody.
Spoilage should be reduced to the mini-
mum. Corrections are never nice and
are difficult to make, especially on
sheepskin diplomas. Engrossers, no
doubt, would save much annoyance,
time and expense by advising schools
to furnish correct data according to
the following suggestions:
1. Typewrite all names exactly as
they are to appear on the diplomas.
2. Do not place titles (Mr., Mrs.,
Rev., etc.) before names, or degrees
and orders after names unless it is in-
tended that these are to appear on the
dijilomas. The engrosser is supposed to
follow copy exactly.
3. Carefully check back all names
and accompanying data for possible
errors.
4. DO NOT furnish engrossers with
carbon copies of names.
5. DO NOT type names ALL CAPS.
If so written, names like LEKOY, DE
SALES, etc., do not indicate whether
they should be written Le Roy, Leroy;
Desales or De Sales.
6. LTnderscore all names with un-
usual spelling; e. g. Elisabeth, Soloman,
Mary Francis Jones. This middle name,
if underscored, would indicate to the
engrosser that Francis is a family name
and not an oversight in spelling. Fre-
quently a special date is to be placed on
certain diplomas, or some extra or un-
usual wording, these should all be un-
derscored, preferably with a red pencil.
7. If "he" or "she" is to be inserted,
indicate the sex, unless the name clear-
Iv indicates the sex.
Handwriting Merit Seals
designed
These seals
to be used as informal
awards to be pasted on
papers in handwriting or
other subjects. They are
printed in two colors on
Kunimed stock, and are
die-cut. All are about
of the sample
Valentine
Ilfart. Washinpton, etc. )
while others may be used
of 12 seals, or
(50 cents for a gross as-
>go_ 9 sortment. Address
THE A. N. PALMER COMPANY
SSFifthAvenue, Dept. E.NewYork. N.Y.
One Dollar Course
in Penmanship by Mail
The whole course in Business and Ornamental
Writing taught in sb: months for one dollar. A
book of about twenty copies fresh-from-the-pen
sent every month. Red ink corrections. Mr. Lupfer
says to me, "You write a very beautiful hand
and we see no reason why you cannot develop
considerable correspondence business." Remit pay-
ment by Foreign Money Order. Address
Mr. M. Masuda
Muroran Middle School, Muroran. Hokkaido. Japan
The Educator
(
pncmjKcr a_ki| in mi) cBilMoo^
3i UM$ a i5cl6ai| of ?u|ii ;_3 ipa5
glkiciiny a|_)pij_opor niij ))lai/^
§Ui^i4) l|ic5toi'm ciVti^tfi^^^ ,
fi^inilcaiMin auste, on^ rain p_oaj\\S
intoiTcnts r ^
tMll^l:jnuMyipaicri*ii5l)ci oiiiL
^tormxamcon prpo5cio5poiF m\^
aiiDJoMlcmimiMn^iuiiaH^
a^mogjnMjpficavin J ma^ fo^cr,
JlM^pAijcLomno . ffi^^nsuiicnfii
ii-cmiffl6cr^4i^cpiip_ci:loa^^
This piece of engrossing is by Tadashi Hashin
by Y. Yashiroda, No. 10 Iwai-Kotobukicho, Okaya
30
The Educator
TRUE CHRISTMAS CHEER
HELP TO MAKE OTHERS HEALTHY
This beautiful letter was received from our penmanship friend, Kikuo
Yamaguchi, 537 Daicho, Ashtkaga City, Japan, who also sent us some of his
pen flourishes. Much interest 15 being taken in The Educator among the
penmen of Japan. We are receiving some very- skillful work from them.
^
^
P>
The National. State and Local Tuberculosis Associations ol the United Stales
Day by day in every way
We learn both form and movement
Every day in every way
We're showing more improvement
Day by day in every way
We're writing better and better
The Zaner way is teaching iis
The form of every letter.
A Subscriber
A NEW SUBSCRIPTION
or a Renewal Subscription to The Educator for $1.25 with the following books
given free as a premium.
Madarasz Artistic Gems $1.00
75 Lessons in Business Writing 30
Alphabets of Lettering 30
Lessons in Engrossing Script 30
95 Lessons in Ornamental Writing 50
Madarasz' Large Engrossing Script 30
Total Retail Value of the books 2.70
224 Main Street C. W. JONES Brockton, Mass.
Home Study
Train for business leadership in your own home.
Courses in Accounting. Secretarial Science, and
Commerce. 30th year. Member National Home
Study Council. Placement service with superior
employment opportunities in the great Mid-
continent oil belt. Write for FREE bulletin.
Department E.
HILL'S BUSINESS UNIVERSITY
Oklahoma City, Okla.
The Educator
31
ZANER'BLOSER
fountain pen
and pencil
Christmas Special Order Blank for
The Zaner-Bloser Finger Fitting Fountain Pen and Pencil
The Zaner-Bloser Co.,
612 N. Park St., Columbus, Ohio
Please send me Zaner-Bloser "finger fitting" Parker-made
(Quantity)
Fountain Pen and Pencil Sets at the especial low price of $5.50 per set, postpaid.
Check color wanted Check clip or ring
D Mottled Blue & White wanted Individual Prices
n Black n Clip for Men D One Fountain Pen $3.50
n Modernistic Blue & White D Ring for Women D One Pencil $2.50
Name
□ Cash enclosed
Address
n Send C. O. D.
Position
Patented in U. S. A. and Canada
i-o C t> U, 1
Q M oa
-^ SI
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00
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a
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N N N
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COCQ
Vol. 42
JANUARY, 1937
THE
6DUCAT0R
DEVOTED TO PENMANSHIPand DRAWING
DESIGNING, ENGROSSING and BUSINESS EDUCATION
Published monthly except July and August at 612 N. Park St.. Columbus. O.. by the Zaner-Bloscr Company. Entered as second-cla;
matter Noyember 21. 1931, at the post office at Columbus. O.. under Act of March 3. 1879. Subscription $1.25 a year.
The Educator
m/m//M/
Columbus, Ohio
Roundhand or Engrossers' Script
Course by Correspondence
Roundhand from a financial point ranks next to
business writing. It is beautiful and appropriate
for many occasions. A large amount of engross-
ing is done in this style. Our course covers this
work completely. Each lesson is carefully cor-
rected, suggestions for improvement are given,
and models are made wherever necessary. This
is a most interesting course.
Price of Roundhand or Engrossers'
Script Course (including Manual) $12.00
Supplies for Roundhand or Engross-
ers' Script Course 2.95
Text Lettering and Engrossing
Course by Correspondence
Our Text Lettering and Engrossing Course will
train you to handle a broad pen successfully, to
letter diplomas, and do broad pen lettering for
all occasions. It covers in twelve lessons alpha-
bets like the American, Unretouched Old Eng-
lish, German Text, Shading, etc. Teachers can
profitably take this course, as well as those who
are going into the engrossing business. Letter-
ing as a business or as a sideline is very profitable.
You can become quite skillful by faithfully fol-
lowing this course.
Price of Text Lettering and Engross-
ing Course (including Manual) $12.00
Supplies for Text Lettering and En-
grossing Course 2.85
Advanced Engrossing Course by
Correspondence
Our advanced Engrossing Course supplements
our Roundhand and Text Lettering and Engross-
ing courses. It covers standard alphabets, as the
Egyptian, Roman, Medial, Old English, etc. It
covers the work from fundamentals of lettering
to the making of elaborate resolutions, etc. It will
train you to inake initial letters, borders, scrolls,
alphabets, resolutions, memorials, testimonials,
diplomas and most of the things done by engross-
ers. This course lays a good foundation, and if
after completing it you desire to go higher, you
can attend the Zanerian and complete your train-
ing in a short time. The Text Lettering and En-
grossing course should be taken before the Ad-
vanced Engrossing course.
Price of Advanced Engrossing Course
(including text) $12.00
Supplies for Advanced Engrossing
Course 2.25
THE ZANERIAN COLLEGE
612 N. Park St.
Columbus, Ohio
fnr nut attaiuei by ^euftttmt fli^bt
War tuiliitg i^iumxti in tin* txuUlt-
Prepared in the Zancr-Bloser Engrossing Studio as a sample of text lettering by John R. Cox. Work of this kind can be used to advantage during the
Holiday Season to send Christmas Greetings to friends. It might be well for some of us to begin now preparing handsome cards for next
The Educator
Many a big contract
Here famous bands c
brings down the hi
TTiree restaurants.
$3 to $6 single.
00
y "ROOM .<
om in our **BubbIe Room,
iway your cares as top talei
me to the center of Baltimon
IS, each with bath and showei
LORD BALTIMORE
H.N.Busick.Mng.Dir. • Baltimore, Md.
A Course
in Transcription
A New
Text
of a
New
Type
Progressive drill in the
application of typing
which is of most im-
portance in the Busi-
ness world.
ZANERIAN HARD
RUBBER INKSTAND
A hard ruhber, screw-toji inkstand which will imt
leak. Ink can be carried with safety withovit fear
of leaking or evaporating. Made for your oblir|Vie
holder. A beautiful and serviceable inkwell fni-
use anywhere.
Price, 70c each postpaid.
The Zaner-Bloser Company
612 N. Park St.
Columbus, Ohio
by Edwin Riemer
chairman. Department of Secretarial Studies, James Madison
High School, Brooklyn, N. Y.; Chairman Department of Sten-
ography and Typewriting, Central Evening High School,
Brooklyn, N. Y.
The Practical Answer to an Urgent Demand
Only too familiar is the pupil who takes dictation rap-
idly, operates a typewriter rapidly, but cannot tran-
scribe rapidly. Yet transcription is of paramount im-
portance.
Here is a book to bridge this awkward gap. Beginning
with a thorough review drill in typing, it proceeds to
cultivate the ability to turn out good mailable tran-
scripts from shorthand notes.
There is no shorthand in this book. It is intended that
shorthand material for transcription be taken from the
basic text, or from the student's or teacher's own notes.
A Course in Transcription thus functions perfectly,
whatever basic text the class may use.
PITMAN PUBLISHING CORPORATION
New York Chicago
The Educator
The Gregg Summer
Session for Teachers
Has for twenty-six years been "first with the last
word" ill new but tested methods of getting results in
the teaching of shorthand, typewriting, and related
subjects. Thousands of graduates in this and other
countries enthusiastically recommend this highly special-
ized training.
Teachers of commercial subjects and those prepar-
ing to enter this profession will find the Gregg Summer
Session a well-spring of valuable information concern-
ing the very latest developments in this field. The
Functional Method of teaching shorthand will be fully
taught and exemplified by expert teachers.
Attractive courses of study, an unusually strong
teaching staff, a good Room Service, a free Teachers'
Placement Bureau, interesting recreational features, and
many other helpful advantages make a summer at
Gregg a most delightful and profitable experience.
The 1937 Session begins July 5 and closes August
13. Write today for special bulletin.
THE GREGG COLLEGE
6 North Michigan Avenue
Chicago, Illinois.
School Activities
The National Extra C urricular Magazine
Our Best Testimonial and Proof
of unusual Reader Interest —
.... the number of School
Activities readers has in-
creased 400% during the
depression!
Many of our readers tell us that their copies of SCHOOL
Activities are in constant demand not only in their
schools but at church and other community functions.
Subscription Rate — $2.00 per year
The School Activities Pub. Co.
1013 WEST SIXTH STREET
TOPEKA, KANSAS
Philadelphia^^
Most Convenient
Hotel
Here at the Hotel Philadelphian, you have charm of fine living combined
with delicious food. Location — convenient to all stations — 8 minutes to the
business section — away from congestion and noise. 600 rooms each
with bath. Unlimited Parking.
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SINGLE
WITH BATH
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PHILADELPHIA
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O-O
ANDREW C. WEISBURG, President
EDWARD W. JACKS, Manager
Illustrated Booklet Sent Upon Request
There /^ OXE
characteristic of all
SPENCERIAN PENS
D E IT a fine hair-line point or broad stul),
falcon or dome, every Spencerian pen has one
essential writing characteristic — it glides
smoothly over the paper. This effortless,
easy writing quality, so essential to carefree,
tireless writing, is a built-in characteristic of
ALL Spencerian pens. Each pen is hand-
tested and individually inspected to insure
delivery of perfect pens only. On this im-
portant last step in their manufacture rests
the reputation of Spencerian writing quality
— a 78 year standard which is considered as
essential in writing success today as it was in
the days of Piatt R. Spencer.
The smooth writing quality of Spencerian
Steel Pens has been successfully carried over
to the Spencerian Fountain Pen ($2.) .\t
your favorite stationer or direct from us men-
tioning his name.
FREE TO PENMANSHIP TEACHERS—
The instruction manual "The Spencerian Sys-
tem of Muscular Movement Writing" and
samples of Spencerian School Series Pens
sent on request. Please mention your usual
source of supply.
SINCE 1858
THE BEST PEN NAME
SPENCERIAN PEN COMPANY
349 Broadway, Dept. F New York, N. Y.
The Educator
Ten 1936 Gregg Books
OUR BUSINESS LIFE, by Jones. Provides a gen-
eral understanding of how business functions
and a training for liandling personal business
transactions. Replete with social values. Pro-
fusely illustrated. Contains a full student ac-
tivity program. A teacher's plan book, rich in
methodology, is provided on adoption. Use of
correlated work hook optional.
List Prices: Complete Edition, $1.50
Part I, 1.00
Part II, 1.00
AN INTRODUCTION TO TRANSCRIPTION, by
Adams and Skimin. Supplements the regular
shorthand course in teaching elementary tran-
scription. Student instructions precede the short-
liand exercises. In the beginning, English pit-
falls are indicated, but the student is gradually
left to his own judgment. Spiral binding.
List Price, $0.60
SALESMANSHIP FOR EVERYBODY, by Ely
and Starch. Princijiles and fundamentals that
apply to tlie individual in every walk of life.
Emphasizes social or personal salesmanship,
salesmanship training for secretaries, and sales-
manship applied to obtaining employment.
List Price, $1.40
FINGERS THAT TALK, by Haefner. An illustra-
ted typing manual for children from eight to
eleven (and older). Develops typing skill with
correct procedures, and incidentally develops
reading, composition, spelling, and arithmetic.
Exercise material is related to the everyday ac-
tivities of children. List Price, $1.00
TESTED LETTERS THAT GET THE JOB, by
Debelaek. This book of tested letters is a
unique addition to liusiness literature. Not only
does it treat of the effective way of getting a
.job; it contains an abundance of actual letters
that have proved their ability to influence em-
ployers favorably. List Price, $0.60
TYPEWRITING TECHNIQUE, by Smith. Devel-
(ijis sjieed and accuracy through the use of
paragraph and straight-copy material early in
the course. Defers application of skill to busi-
ness forms until the later stages of learning.
Provides daily, definite, practice routines. Les-
son-planned throughout. List Price, $1.00
BOOKKEEPING AND ACCOUNTING PRAC-
TICE, PART I— BOOKKEEPING, by Lenert
and McNamara. The business office method of
learning bookkeeping. Very simple and under-
standable. Largely self-teaching. Contains
practice sets within the text. This is the first
book of a two-year bookkeeping program of
economy and direct action. List Price, $1.50
DIRECT PRACTICE UNITS FOR BEGINNING
GREGG SHORTHAND, by Odell, Rowe, and
Stuart. A pad of thirty daily lessons for teach-
ing the first six or eight weeks of shorthand by
the direct method. Each page carries reading
and writing vocabularies on the front and the
transcript on the back. The student confines
himself to reading during the first five lessons
and, in the sixth, begins writing the material al-
ready read. List Price, $0.60
GREGG SHORTHAND MANUAL FOR THE
FUNCTIONAL METHOD, by Leslie. A two-
volume arrangement of the choicest material for
teaching Gregg Shorthand by the functional
method. Shorthand theory presented in TH ih'-
riods. Teacher's Handliook contains daih meth-
ods and counted kev. List Prices: Part I, $1.50
Part II, 1.50
FUNCTIONAL METHOD DICTATION, by Leslie.
This second-semester text for teaching Gregg
Shorthand by the functional method is for use
upon the completion of the Functional Metliod
Manvial, Part II. The Teacher's Handbook, now
available for use with this book, contains meth-
ods, daily teaching procedures, and a counted
key. UH pages. List Price, $1.50
Send to our nearest office for examination copies. Please note that a charge
must be made for Fingers That Talk and Tested Letters That Get the Job.
THE GREGG PUBLISHING COMPANY
3an r rancisco
London
Sydney
B ■■' iBPfflsjttf ♦ laeiwm® '■ immi\m. ■>
%
'i^zm^x-mm^^v
ci^MSW ©iilQ>
BY KeZlXHIRO'
Volume i'2
COLUMBUS, OHIO, JANUARY, 1937
Excerpts from a
Radio Discussion of Hand-
writing in Everyday Life
Is it fair to a pt-i-son who gets a letter to make him or
her waste time trying to find out what it is all about?
Then aside from the social writing, there is not a letter
but that requires a signature and the bane of my life is
to decipher signatures. Sometimes thej' ax'e so hard to
read that I hesitate about answering them because I am
unable to learn from the signature how to spell the per-
son's name.
Today time means money. Every minute must count
and no one is willing to waste precious minutes unravel-
ing poor penmanship or trying to understand what the
writer intended. A poor penman is out of tune with the
world and certainly finds it difficult to secure emj^loy-
ment.
Compliments of Handwriling Dept. of Paterson. N. J,. Public Schools
PLAN TO ATTEND THE E. C. T. A.
The Eastern Coniniercial Teachers
Association \y\\l meet in Boston, March
24, 2.5, 26 and 27, 19.37. A series of dis-
cussions is being prepared on the topic
"Foundations of Vocational Testing in
Business Education."
Outstanding peojile in the field of
business and commercial education will
participate.
It will be a meeting progressive
teachers should attend to learn the
views of these men and women who are
in positions to know the present de-
mands of business.
New Officers of the Handwriting Sec-
tion of the Indiana State Teachers' As-
sociation.
Ida S. Koons, Fort Wayne, President
Roy Williams, Blooniington, Vice-
President
J. H. Bachtenkircher, Lafayette, Sec-
retary-Treasurer
The eighty-third annual session was
held in Indianapolis, October 22 and 2.3.
We wish one and all a full measure of Health, Happiness and Success for 1937.
THE EDUCATOR
Published monthly (except July and August)
Bv THE ZANER-BLOSER CO..
612 N. Park St., Columbus, O.
E. A. LUPFER Editor
PARKER ZANER BLOSER Business Mgr.
SUBSCRIPTION PRICE. $1.25 A
YEAR
(To Canada, 10c more; foreign, 30c m
ore)
Single copv, 15c.
Change of address should be requested
promptly
in advance, if possible, giving the old a
well as
Advertising rates furnished upon request
the
THE EDUCATOR
through which to reach business college pro-
prietors and managers, commercial teachers and
students, and lovers of penmanship. Copy must
reach our office bv the 10th of the month for the
of the folio
ing
The Ediicatoi
Modern HandAvriting
By E. A. Lupfer, Zanerian College, Columbus, Ohio
No. 5
Does your writing run nhiug freely like the above witli a uniform swing? Is each one of your letters unmis-
takably clear or do your a's look like o's and your o"s like a's? Are your r's and i's distinct? Do you get daylight
in all of your loops? AVrite the above sentence and save it for further practice and comparison.
Many people have trouble with the bottom part of the I. Therefore, practice tlie horizontal oval on tlie base
line. Make the I and retrace the oval al)out six times. See that you do not scatter the oval. Tliose wlio have trouble
in making the back straight will find the push pull worked into the back of the I ver\' helpful. Begin the letter at the
base line, making the top loop first and making the boat hook at the bottom last. The final stroke should swing across as
though you were going to connect on to another letter.
^^
After practicing the letter individually and with the exercises write the words, Indian Summer. Notice the "boat
hook" at the bottom is made about the same on both I and S. The loop in the I and S should be the same height and ap-
pear to be similar in size. Watch your turns and angles in the small letters.
\J^ .^J^ ^::/^^
^^-z>t:>^^;z;^^^<^^L^
Here are some interesting letter coTubinations for practice. Keep reviewing the letters wliich you have previously
studied.
Tlie i is one of the most important small letters. The top part should be sharp and tlie liottom turns should be
rounding. Practice these under turn exercises getting uniformity of size, slant and spacing.
In dotting tlie i use care. Tlic dot sliould be twice as high as the i and in line with the i. Most people are care-
less in dotting the i.
The u is similar to the i. Be sure to study the beginning and ending strokes. They should be the same length
and the same curve.
The Educator
j/--z>6---z;^l--^:.-^-^ <::^''^>c^^-r^t^-<^^<.--^C-'j^
C^L^
Each sclioolroom should have a handwriting scale so that each pupil can .judge his own writing and see if his
work is satisfactory for his own grade. Some scales are so made that they are easy to handle and the pupils soon
are able to accurately .judge their own handwriting. Write the above sentence and have eacli one in the class compare
liis specimen with the scale and see if the writing is as good as it should be. Then, systematically analyze the writing,
show tlie faults and help to correct them.
The J l)egins with an indirect oval motion. Therefore make a few indirect ovals. Work freelv but not too
fa.st.
Remember that tlie back of the J should be comparatively straight. In order to make the back straight retrace
it six times, then finish the letter without raising the pen. Before making the J study the proportion, spacing and
slant. Notice that the top of the J is slightly larger than the part below the base line. The top extends three-fourths
of tlie distance from the base line to the line above. The lower loop extends half way between the base line and the
next line below.
The backs of I and J are similar. Practice the letters together. It is good to review tlie letters which you have
previously practiced and to mix them in with tlie letters you are working upon.
Do not be afraid to make line after line of each letter. Draw a line along the tops and bottoms of .your letters
to see if your letters vary in size. They do not need to be mechanically the same but aim to make them as near the
same height and proportion as possible. Draw slant lines dow-n the back of the J and see if the slant of the J is the
same as in other letters.
Learn to write the months and various names beginning with J. Practice especially the names of the boys and
girls beginning witli J, like James, John, Jane, Joe, Joan, Jesse.
In writing this sentence see how well you can make the loops.
The teacher should insist upon tlie pupils doing careful work in all written work.
10
The Educator
(y-iy~--^;^zy ..--e^-r^ ^-^C^p-^-t^
These exercises, letters and combinations of letters are given as review work. Each time you study a letter you
doubtless will discover something new — something which you previously overlooked.
--^-^'^^^-^^^-sT-t^:^;^^--^^?^^;^^^^
The j and y are similar and should be studied together. The loop in the y is exactly the same as in the j.
Keep the loop open, and dot the j carefully the same as you dot an i. AVatch the ending stroke and see that your
quality of line is free and smooth.
Get the top turn of the y rounding, otherwise your y might look like a poor g.
The j in a word should be no higher than the letters which follow it. Draw headlines to see if your letters are
the same height.
The G begins with an under curve, contains a loop, a sharp point, and finishes like the capital I. Stop at the
hook before making the final swing, otherwise the letter is made freely throughout. Make about forty or forty-five
letters a minute. The loop in the G should be larger than the loop in the small 1.
Practice the exercises and letter, then write tlie word Good,
following exercises:
If you have trouble with tlie g work on the
Make the slanting oval of the g the same as the a. Retrace the downward stroke of the loop six times before
finishing the loop. Do not raise the pen in making the five connected letters.
The Educatoi
11
rrrrrrr r r r r r r
study the g separately. Compare your letter with the copy. It is a good plan to draw these letters out large
on paper with a lead pencil. This you can do at odd moments and you will find it very interesting. Draw head and
base lines, also slant lines, erase, and redraw until you get the letter ideal in form.
.^-r^-'-z.^-T^-^ i::^--^:-^-^ ^^^>t-^c^ c^,-€^ CP—^^ (^^-^^ ^-rT-" .^--z^'-ST-r:?^
Practice these and other combinations of letters containing the g. Rewrite the word Good to see if you can
write it as well as the first time.
If you have trouble with the o's in good study and practice them as suggested in this copy. Select words con-
taining the o and practice them. The above are good words to work on individually.
■z-^y^^^L^
Write the sentence and preserve it for further study. Your aim in the next few days should be to learn to write
this sentence well.
The capital stem is used today in the S, L, G, T and F. It is composed of a compound curve. Practice the
figure 8 exercise, then practice on the stem itself. Make some T's and F's watching the stem especially.
\ Q^^O^
The first exercise will help to get the bottom part of the stem graceful and rounding. Retrace the oval six
times. Those who have trouble with the cap should make a few of the caps separately. Study the shape and move-
ment. Write the letters and abbreviations many times.
Write the words, Tennessee, Tallahassee, Thanksgiving, Texas, and names of classmates beginning with the
capitals T or F.
Rewrite the sentence "The trained runner wins the race," and see if you have improved it. Pick out the various
letters which give you trouble. Watch the r, s, and c.
12
The Ediicatoi
Creative Supervision
Guv. 1st Associate gupcrintendc;
Pittsburgh. Pa.
c report of the N. A. P. T. S.
The old type of supervisor is passing
— the Icind that was appointed on age
or pull, the kind that makes fortnightly
visits, hands out cut and dried specifica-
tions for the teacher to follow blindly,
"Hers not to reason why.
Hers but to do or die."
A supervisor is a teacher of teachers.
Therefore she must have capacity to in-
vigorate life through learning, she must
be able to command respect because of
superiority of wisdom, she must be able
to inspire, to fire teachers with a burn-
ing zeal, to stimulate a passion for pro-
fessional growth, to originate and try
new ideas. She is really creative, she
radiates progress, she has the leader-
ship that draws, not drives.
The Creative Supervisor lias two
characteristics that stand out like mars
at perihelion. First, she herself must
have constantly accumulating KNOWL-
EDGE. Knowing and growing are cor-
relative functions. Second, she must
have FEELING. She must be sympa-
thetic, considerate, abundantly able to
get on with people.
I shall discuss the first qualification.
Growth in Knowledge. I shall address
my remarks to handwriting under two
major thoughts:
GOALS TO BE ATTAINED
TECHNIQUES TO BE EMPLOYED
There are many goals set up for
handwriting. Ayres in the Seattle
Course of Study in Writing, sets uji
eleven. Many psychologists shroud these
goals in language that Welland Hen-
dricks calls Pedageese. A rolling stone
gathers no moss, is clear. To be learned,
we should say, "A revolving fragment
of the paleozoic age gathers no cryptog-
amous matter."
Stripped of its verbiage, the goal in
handwriting is to train children to write
automatically with a degree of speed
and legibility that is socially useful.
How well should a child write? What
is socially useful? Thorndike, Ayres,
Freeman, and others have made ex-
tended investigations as to the social
demands on writing.
Freeman's investigation shows that
commercial schools need a quality of 60
or better on the Ayres Scale. Koos
corroborates these findings from 10.53
specimens of social correspondence and
1127 specimens from employees of
twenty-four occupations. He concludes
we cannot .justify a quality better than
60 for social correspondence and for
most vocations and professions, exclus-
ive of teaching; for teaching and com-
mercial work, a standard of 70 is am-
ple. The standard on the Ayres Scale
in the eighth grade is 62 in quality with
a rate of 79 letters per minute.
Thus a standard of 70 to 75 words
per minute with a legibility or quality
of 60 seems to be quite definitely estab-
lished as a goal to be reached by the
end of the sixth year. Analagous goals
are established for the otiier grades in
the Fourth Year Book of the Depart-
ment of Sujierintendence.
A standard of vocational retpiire-
ment, — of bookkeeper for instance, is
unsound. This standard is needed only
bv a few.
1937 OFFICERS OF THE
N. A. P. T. S.
President — Mr. D. Francis Harrigan,
Supr. Handwriting, Public
Schools, Peabody, Mass.
First Vice-President — Mr. Ralph
Rowe, Supr. of Handwriting, Pub-
lic Schools, Portland, Maine.
Second Vice-President — Miss Char-
lott Barton, Supr. of Handwriting,
Public Schools, Newark, N. J.
Secretary, — Miss Doris E. Almy,
Junior High School, Fall River,
Mass.
Treasurer — Mr. F. J. Duffy, Supr. of
Handwriting, Public Schools,
Duluth, Minn.
That L'topia (when handwriting will
not be needed for social and business
purposes) in my humble judgment, bor-
ders on the horizon of the millenium.
Even if everybody had a typewriter,
handwriting would still be necessary in
recording, jotting down items, note
taking, signing names, etc. Fancy Mi-
lady running to her typewriter when
Mrs. Malaprop is quoting a recipe over
the telephone. Writing will still be
needed inside and outside of school for
recording, for social correspondence,
keeping account of time, keeping ac-
count of sales, notes for speeches of
preachers and lecturers, and poetical
inspirations, phone numbers, reading
liapers of other pupils, and memos, sig-
natures for typewritten letters, and
countless other functions.
We shall always write first to pre-
serve our own thoughts, and secondly
to communicate our thoughts to others.
Recording our own thoughts either for
permanent keeping or communication
demands that a pupil clarify and organ-
ize his thinking, a function sometimes
overlooked. A good writing hand fre-
quently is socially useful, such as pav-
ing the way for a favorable interview.
Aesthetic appearance formerly was
considered a goal. Copper plate writ-
ing was aimed at for all. Pupils were
drilled on beautiful flourishes, deep
shading, fancy letters. Today aesthetic
appearance is restricted to form of the
letters, regularity of the writing and
neatness of appearance. Legil)ility and
speed are the significantly outstanding
goals to be attained.
SUMMARY'
The goal is to develop sufficient skill
to enable pupils to write easily, legibly
and rapidly enough to meet present
needs and social requirements, to ren-
der automatic the recording of thought.
SPEED AND LEGIBILITY
Secondly, let us look at techniques
to be utilized. Consider speed and leg-
ibility first. It is believed by some that
speed and legibility are nuitually antag-
onistic characteristics of writing, that
there is a negative correlation between
them. As quality increases, speed de-
creases and vice versa. The evidence
does not prove this contention. With-
out a doubt the law of diminishing re-
turns operates in handwriting as in all
other himian affairs. My thought is
that, when speed is neglected it suffers.
Likewise, wlien quality is neglected, it
suffers. The deficiency is due to neg-
lect of training rather than to negative
correlation.
Which is more imiiortant to empha-
size, speed or (juality? The Cleveland
Survey shows plateaus which indicate
desirable standards for eacli of the
grades. For example, in the fifth grade,
a rate of 57 letters per minute mav be
maintained with a quality of from 50
to 70 as measured on the .\yres Scale.
In the sixth grade, 64- letters may be
written with a (piality of fin or 70. In
the seventh grade, 7.'i letters may be
written with a quality of fill up to 80,
and in the eighth grade, a rate of 78
letters may be written with a iiuality
of fiO to 70. The.se plateaus indicate a
desirable balance between speed and
quality.
SPEED
Speed of liandwriting luis too fre-
quently been sacrificed to quality. It
is true that greater speed is frequently
purchased at an undue sacrifice of qual-
ity, but, on the other hand, quality is
just as frequently bought at the cost
of speed. What the teacher should
strive for is a socially desirable quality
written at the fastest natural rate of
The Educator-
13
writing for the individiuil pupil. Prac-
tice in speed writing should certninly
he given attentinn in the regular writ-
ing program of the upper grades. .Most
children now write a hand quite legi-
ble by the end of the third grade. Fol-
lowing that, speed should be developed.
There should be no speed require-
ments in the lower grades. In the first
grade the first paper writing should be
large. In the third grade, writing with
a pen may be begun. The size of the
letters should be reduced gradually to
three-eighth inches high.
-MOTOR DEVELOPMENT
The ])sychological factors in hand-
writing are coordination and motor de-
velopment. Experimental studies show
that cimtrol of the larger muscles of
the arm develop first, and the smaller
MULScles later. Therefore, Pyle con-
cludes a child of six is not capable of
delicate movements of the fingers or of
making fine coordinated movements of
the hand. On the other hand, it is well
Unown that use hastens and facilitates
development. The use of crayons, pens,
]iaint brushes, and scissors hastens the
development of motor control of the
lingers and hands. The child can profit-
ably begin writing at the age of six
using the larger muscles, on the black-
board, or on large sheets of paper with
crayon. The period should be short to
prevent fatigue.
RHYTHM
Rhythm refers to the relatively
equal duration of time used in making
unit movements. Nutt found that
speed is increased by rhythm of move-
ment. Freeman's experiments show
that the development of rhythm has lit-
tle or no effect on the quality of writ-
ing. This was corroborated b.v Nutt,
rhythm being a symptom of maturity
rather than a (juality of writing. The
value of counting lies then not in de-
veloping rhythm, but in the formation
of speed units or unit movements ac-
cording to the natural divisions of the
letter. It is also an important device
for controlling the rate of writing.
Slight evidence shows that counting by
the pupil as he writes, which Freeman
recommends, or even writing to the
beat of a metronome or to a gramo-
phone record, is probably useful. Writ-
ing nu)vements in the first and third
(|uadrants are speedier than those in
the second and fourth. Writing with
a backward slant, therefore, is to he
deprecated. Writing with a forward
slant of 4-5 degrees is quickest, but
somewhat illegible. The best authori-
ties, therefore, recommend a slant of
not less than 10 degrees from the verti-
cal and not more than 30 degrees. Small
writing is speedier than large writing.
It is also less legible. Since writing
naturally tends to become smaller with
age and with the increase of finger
movements, it is best to start with
fairly large writing and allow it to de-
crease slowly in size with age. Care
should, of course, be taken to prevent
it from becoming too small before the
adult stage is reached. Script writing
is slower tlian continuous writing, hence
the beautiful legibility of .script writing
has to be sacrificed to speed. When-
ever speed results in a lower quality
of work, it is probable that speed
should be reduced. In other words, the
child should follow his natural rate of
handwriting as far as possible.
Good writing is rhythmic writing.
The greatest speed is in the middle of
a stroke. For example, the down stroke
of f is made in about the same time as
the other shorter strokes.
Timing is an important factor in
writing, as in music, physical educa-
tion, or in golf.
Timing aids perception of form be-
cause the writer must have the form
well enough in mind so that the rhyth-
mic strokes may not be interrupted.
The current method of holding the
pen, now universally taught, is con-
ducive to a high degree of speed. Pa-
per smooth enough and pens broad
enough to prevent sputtering also add
to sjieed.
Plan
to attend
the next
tneet-
ing of the N.
A. P. T.
S. at
Toronto, Can.
MOVEMENT
It is widely held that muscular move-
ment is a sine (jua non for good writ-
ing.
One of the well-known systems of
writing advocates three or four weeks
on this factor of movement alone, as-
serting that there is just one correct
movement.
Freeman's statistics and photographic
studies do not confirm this. His experi-
ments made on both good and poor
w'riters show that there may be nmre
than one favorable position. He points
out that the greatest difference in
movement between good and poor writ-
ers lies in the organization: good writ-
ers divide the movement definitely into
units, separate them by pauses, and
make them conform to the natural units
of the letter forms.
Freeman states, "In the first place
there is scarcely a writer so far as this
investigation indicates, who uses solely
the arm nuivement in the production of
the letters. When we confine our ex-
amination to elementary pupils, w'ith
whom alone we are concerned in pub-
lic school teaching, we find relativel.v
small ])er cent in any system or any
grade who use the arm movement
chiefly. The fingers always cooperate
to a greater or less extent, in the for-
mation of the letters. Eflforts to de-
velop an exclusive arm movement are
not successful."
Freeman found that good writers use
the finger nu>vement as frequently as do
poor writers. Poor writers use other
forms of movement such as hand and
wrist witli greater frequency than do
the good writers. Experiments indicate
that the fingers and the arm are the
chief factors of writing movement. The
contention is that it would be more
economical to aim directly at the proper
type of speed organization, and not at-
tempt the well-nigh impossible task of
developing exclusive arm movement in
all children.
Experiments in the University Ele-
mentary School of Chicago show that
a moderate amount of arm nujvement
is used and that the desirable degree
of arm movement comes as a by-pro-
duct of the adoption of a favorable
position and of drill in fluent lateral
movement and rhythmic writing.
Furthermore, these experiments liave
shown that this combination of
slioulder, forearm, and finger move-
ments, depends ui^on the correct hold-
ing of the pen and paper. Problems of
color, size, beginning and ending
strokes, as well as the individual letter
forms controlled by these, depend upon
the posture of the pen. Problems of
slant, letter spacing, and alignment,
with the letter forms controlled by
these, depend upon the posture of the
paper.
These findings are corroborated by
a study of the free writing of pupils in
allied school subjects in grades six,
seven and eight in Pittsburgh. Of
1-5H;J pupils observed during free writ-
ing in these three grades, 14.4.3 used the
linger nuivement resting the ball of the
hand on the desk, or 91 per cent. The
whole arm movement certainly does not
carry over into the allied writing activ-
ities. 1 challenge seriously the time and
energy expended on musciilar move-
ment wlien experimental evidence
strongly indicates it is wasteful for
many.
Knapp observes, "It is of little im-
portance how well you can write com-
pared with how well you do write."
Many school children have two styles
of writing, one for the writing period,
another for the allied writing. Like
the girl who carried two handkerchiefs
— one for blow and one for show. The
trouble was, .sometimes she showed the
wrong one.
PERCEPTION OF FORM
PercejJtion of form should come, ac-
cording to Wheat, from the gradual de-
velopment of the perception of form in
the pupil's own mind.
It is good practice to expose the child
to the copy, then conceal the copy while
lie rejiroduces the letter, then compare
with the ci>py, then try to improve.
14
The Educator
Writing constantly, comparison, trial
with better success, develops a mental
perception of form. Complete percep-
tion of form, of course, emerges from
much practice. It is in no sense a sub-
stitute for practice.
Perception in writing is not wholly
visual, but partly kinaesthetic or mus-
cular. A good writer gets the feel of
the letter. This is a kinaesthetic image
as real as the visual image. The skill-
ful writer uses vision only for the gen-
eral placement of his writing on the
page and the direction of the line of
writing. The kinaesthetic image does
tlie rest. \ good writer is practically
unconscious of kinaesthetic perception.
LEGIBILITY
The most important factor in writing
is legibility. We write in order that
we may later read! If writing is illegible
it defeats its own end.
Contrary to general opinion, the
spacing of words has more to do with
legibility than any other single ele-
ment. Words insufficiently spaced seem
to make one continuous word and the
writing is very difficult to decipher.
Flourishes at the beginning and the
end of a word are to be deprecated
chiefly because they interfere with
proper spacing. Words in a sentence
should be spaced about a quarter of
an inch, roughly the width of the let-
ter m.
Next in importance is tlie spacing of
lines. These should be wide enough to
prevent the serious overlapping of loops
and tails.
Slant is important. It is a well-
known fact that writing composed of
imperfectly formed letters, if regular
in form and slant, can usually be read
with ease. Vertical writing is more legi-
lile than .slant writing but a compromise
has to be made, since slant writing
is more speedy than vertical. The form
of letters used in the "script" writing
of England and the "library" hand of
North America leads to legibility. The
compromise of a fairly well-rounded
letter found in a good "running" hand
is generally regarded as satisfactory.
The form and size of letters in writ-
ing is important. Crowding letters fos-
ters illegibility. Finger movements lead
to small writing and consequently loss
of legibility. Large w'riting, however,
is .slower than small writing, owing to
the greater distance the pen has
to cover.
Lastly, legil)ility is dependent on the
regularity of letters and regularity of
slant of the writing.
The arrangement of the writing on
a page enhances legibility such as: neat-
ness of appearance, non-crowded lines.
Pujiils should be trained to plan not to
run out of space. The addressing of
envelopes gives splendid practice in this
line and should be utilized in the upper
grades.
Experiments have shown that legibil-
ity, or excellence in handwriting, does
not depend upon a special type of
movement, but upon the proper com-
bination of shoulder, forearm, and fing-
er movements. This combination of
movements differs in individuals as
their length of fingers and arms differs,
and as their ages and degrees of phys-
ical control differ.
Rate of improvement in quality of
writing is steady from second to eighth
grade, slightly greater from the fifth to
the eighth grade.
Pupils should be taught legibility
with versatility of position. They
should be taught to use different ma-
terials under different physical situa-
Training children to write well
is also training them in many
of the elements that go to make
up character.
tions. For example, use of pads and
notebooks; writing on knees, on books;
writing wliile standing or bending over;
writing with pens, fountain pens, pen-
cils, crayons, or stylus. A signature
should be legibly written imder any and
all conditions.
Legibility is a mark of literacy highly
prized.
Many men in World War remained
in ranks of privates on account of in-
ability to write legibly while others less
capable were promoted.
Summarizing, factors in securing
speed are:
1. Ease of movement
2. Rhythm of movement
3. Slant of writing
i. Size of letters
•5. Continuity of letters
(). Method of holding pen and plac-
ing paper
7. Kind of pen and paper
Summarizing, legibility is secured by:
1. Spacing of words
2. Spacing of lines
3. Slant of writing
4. Form and size of letters
5. Regularity of letters and slant
6. Absence of flourishes
INDIVIDUAL DIFFERENCES
Handwriting is frequently taught as
though all children had the same abili-
ties and the same difficulties. Writing
is dependent upon the organization of
a complex set of habits growing out of
innumerable inherent movements. Writ-
ing, therefore, tends to become individ-
ual in character, because the basic ele-
ments of arm and finger movements,
which go into its make-up, are individ-
ual. The pressure of a writing system
may disguise this individuality for a
time, but as soon as control by the
teacher is relinquished, individuality be-
gins to assert itself. Not only is this
true of individualitj', but the two sexes
also tend to write dift'erently. Apart
from the immature form of childhood,
writing may be said to be either mascu-
line or feminine in character. Compe-
tent judges can distinguish sex in hand-
writing correctly between 60 and 70
per cent of the times, some 10 to 20
per cent more frequently than chance.
Some males write a feminine and some
females a masculine hand, but in gen-
eral, each sex tends to keep to its own
type.
Such wide individual differences ap-
pear in school pupils that if, in rate of
writing, some educational Pied Piper
should exchange the better half of the
fifth grade pupils with the poorer half
of the eighth grade pupils, neither the
teachers nor the supervisors could tell
tlie change.
PROVISION FOR INDIVIDUAL
DIFFERENCES
First, rate the applied writing at least
once a month in grades -3-8, perhaps
oftener. Second, since the law of di-
minishing returns operates in all skills,
excuse those pupils from special drill
who have exceeded by 10 per cent the
standard speed and quality for the
grade, providing this standard is main-
tained in the applied writing. Third,
adjustment should be made for the age
of the child. Coordination of muscles
is not well developed in small children.
Pyle maintains that there should be no
writing except blackboard or crayon
writing on large paper in the first
year. Freeman recommends blackboard
and large pencil in the first and second
years. The pen may be introduced in
the third year. Fourth, expect and wel-
come individuality in style and form of
writing. Allow for differences in posi-
tion and movement. Investigators find
that there is less variation in position
than in other factors. Marked changes
in adjustment of position is necessary
for strongly left-handed pupils. Yet
the variation must not becloud legibil-
ity. Printing press uniformity is im-
possible and unwise, contrary to human
nature, tland-made goods are marked
by their individuality, so is handwrit-
ing.
llolley says, "The movements utilized
in handwriting probably should be se-
The Educator
15
cured indirectly by focusing the child's
attention upon a good product instead
of upon the way of attainir;g it. There
seems to be little relation between the
form of movement that one uses and
the quality of his handwriting. Individ-
uals differ so much in their physical
makeup that it probably is natural for
them to vary widely in the ways in
which they get results. A little freedom
in the field of liandwriting, probably,
will do no harm."
From our discussion of individual
differences, it follows that, DIAG-
NOSIS of individual difficulties is im-
perative. Diagnosis of difficulty and
remedial instruction therefore involves
individual instruction rather than class
instruction. This is harder to do, b>it
pays big dividends. We need less mass
instruction and more, miich more in-
dividual instruction in handwriting. An
adaptation of the Morrison technique to
handwriting is wholly feasible. Start
the unit witli the whole class. Then
follow with individual help according
to needs.
DIAGNOSIS
Teacher diagnosis of pupil errors
does not solve our problem. That goes
only part way.
Pupils should be taught to diagnose
their own deficiencies in writing, using
scales like the Ayres and the Freeman,
as well as personal judgment of quality.
Pupils should know that these factors
contribute to legibility: Uniformity of
slant, uniformity of alignment, quality
of line of the letters (smooth, regular,
or broken); adequate spacing between
letters, words, and lines, (uniformity,
too close, too far apart) ; letter forma-
tion (large, too small, uniform, irreg-
ular, open, angles for curves as in m);
position, develop an appreciation of the
relationship between correct body ad-
justment and an efficient writing pro-
duction. Gray adds to the above fac-
tors of heaviness, of neatness, free from
blotches, carelessness. Miss Nystrom
adds irregularity of color as anotlier de-
fect. But tliis has lower weighting than
size, slant, letter and word spacing, be-
ginning and ending strokes, and align-
ment.
We should equip the child with meth-
ods of work so that he will attack his
writing problems intelligently.
"Think, children, think" is fragrance
wasted on the desert air. Furnish an
apperceptive mass for thinking. Give
the criteria for thinking. Furthermore,
when he is writing, the less thinking
about mechanics of writing, the better.
Good writing is automatic.
LEFT-HANDEDNESS
Another problem in individual dif-
ferences is the left-handed pupil. About
four per cent of pupils are naturally
.^ -^ ^g"^ ^^^^F^^^^ -^
W%r^^ \\
c^/^k.^^z^^(:^c^j2mri^^^y^ ^ir//f
gT
The above scroll was made by Burton O'Mealy, 2112(1 S. E. 56th Ave., Portland, Oregon, {or the Port-
land Community Chest. The scroll was presented by the mayor honoring the 1100 leaders of the Boy
Scouts, Girl Scouts, 4 H Clubs, and other youth character building organizations.
EDWARD C.
MILLS
Script Specialists for Engr
aving Purposes
P. O
Drawer 982
Rochester, N.
Y.
Th
tratio
works
reade
finest script obtainable for model il
IS for bookkeeping texts, business for
on correspondence, arithmetic, and
s, spellers, etc. By appointment only.
us-
for
MEUB'S
PROFESSIONAL
BLACK INK
The Ink Supreme for all fine Penmanship
oilr rxpUh-,ly for the Professional Penmen and
li^ni^vci^ ot Atiifrica. Writes black and stays
ack. Order this fine Product Today. Satisfac-
16
The Educator
DO YOU KNOW BUSINESS
ENGLISH?
The following test rejiresents a lesson
given :it Meadows-Draughon College.
The stenographer, secretary or account-
ant wlio expects to get very far in his
or her profession must have a good
command of Business English.
Read the sentences below and under-
line the words which you think should
be used.
1. A fat man with a little boy WAS-
WERE standing on a box.
2. A set of volumes WAS-WERE
sent to brother John.
3. Each of the trains HAS-HAVE a
sleeper.
4. Which of these coats LOOK-
LOOKS best?
5. Have you AVROTE-WRTTTEX
your lesson?
6. It was not ME-I.
T. THEM-THEY that study gram-
mar talk no better than I.
8. What monument IS-WAS that
which we passed?
9. Pleasure, and not books, OC-
CUI'Y-OCCUPIES her mind.
10. Sarah, will you please SIT-SET
the pitcher on the shelf?
11. Ruth, will you LIE-L.\Y this
picture in the box?
12. Politics IS-.VRE the general talk
at this season.
13. The wages of sin KS-ARE death.
U. WHO-WHOM did they say com-
mitted the crime?
1.5. They invited Sally and I-ME to
the supper.
16. She never went to NO-ANY
school.
17. I heard of HIM-HIS coming
home.
18. Tom differs WITH-FROM Sam
in opinion.
19. He sees WELL-GOOD for one so
old.
20. The velvet feels SMOOTH-
SMOOTHLY.
21. Thev waited for the committee to
make THEIR-ITS report.
22. Bookkeeping is not AS-SO diffi-
cult as shorthand.
23. There are differences between
you and I-ME.
24. It DON'T-DOESN'T seem pos-
sible that it is you.
25. WHO-WHOM am I supposed to
be?
Check the words wliich you have un-
derscored with the following list which
shows the correct words you should
have used in each sentence:
1.
WAS
14.
WHO
2.
WAS
1.5.
ME
3.
HAS
16.
ANY
4.
LOOKS
17.
HIS
.5.
WRITTEN
18.
WITH
6.
I
19.
WELL
7.
THEY
20.
SxMOOTH
8.
IS
21.
ITS
9.
OCCUPIES
22.
SO
10.
SET
23.
ME
11.
l,\\'
24.
DOESVT
12.
IS
2.5.
WHO
13.
IS
A. W. KIMPSON
.V letter has been received from our
old friend and former contril)utor, A.
W. Kimpson, who in renewing his sub-
scription states that he has for the past
19 years been conducting a show card
shop at 231 Pine .Vvenue, Long Beach,
Calif. His son has been with him for
the past eight years.
Mr. Kimpson has turned out some
very fine pen work and engrossing and
we hope that we may have tlie i)leasure
of seeing some of his recent work.
The Educator is always glad to hear
frotn its old friends, telling us %\ liat
they are doing and how they are getting
along.
Roger L. Barnett is now employed as
an engrosser in the M. L. Harris Studio
in Chicago. Mr. Barnett is a young
man of unusual talent. He is a nephew
of the well known penman and engros-
ser, C. .\. Barnett of Cleveland.
PENMANSHIP WITH THE CHRISTMAS SPIRIT.
sparkling with daintiness. Price includes your
name in ornamental on each card:
21 Selected Xmas cards (with envelopes) $1.50
24 Christmas Gift cards (in colors) 50
Envelopes addressed — .50 per doz. (super-Hoe)
Specimen good enough for yourscrapbook, together
with my booklet of Calling Card
C. 0. ELLEFSON
"Minnesota's Master Penman"
P. 0. Box 1023. Proctor.
50c.
jThe McGhee Studioj
I Makers and Designers of |
FINE DIPLOMAS |
I I
I Estimates furnished j
143 East State Street |
Trenton, N. J. |
^"-t.^
A specimen bv one of J. M. Tice's students in the Slate Teachers College, Whitewater, Wis. Mr. Tice is to be
plimented on the dashv. excellent business writing secured from his students. It would be fortunate, indeed, if
normal schools trained their students to wtile like they do in Whitewater.
A Study Plate
These letters were made b\' that renowned penman, L. Madarasz. The cut was loaned to us by our good friend, C. W. Jones, of Brockton
^4^..^-^/
-^-ti.^-^^^^ , V-^^S-^r^^^-V^*^"
^ J ^y
c ^•
-^
J
/ y/'
^''' /"y J' -yf-"
'^_
^'V' >
' /Yz>g:^:!>iS>-^-^Z^-^
18
The Educator
Ornamental Penmanship
Script by the late A. M. Wonnell
Signature writing is very interesting. To combine a number of letters systematically and skillfully requires
thought. All crossings should be at right angles. The shades should be distributed fairly evenly and the spaces should
be divided up into equal parts. The ovals should be of about equal size wherever possible to make them so. The join-
ings should be natural and not strained.
Study the above combinations and let us see your efforts in imitating them. If you can improve on any of the
combinations do so. There are many ways of writing a signature. The more you study combinations the more skillful
you become. Practicing on these combinations should help you to acquire more skill for writing plain business
writing.
Study the location and shape of the shades. Watch the slant and above all get a light delicate toucli.
If you do not have a well balanced obliijue penholder send us yo\ir iienholder and we shall be glad to check it
over. It requires good tools to produce good work. Change your pen often.
The Educator
19
ted Cardboard Work
f?£ALIZIND WITH DEEP rfCLIND AS TIME PffOEEEOS
'>;,-'- ^y^,^,^^:,. .. ' THE EHARACTER OF THE LOSS THEY HAVE SUSTA/NED
-^iy i • MTHEOEATHOF >
f^jjmyiiimiiMLiiJ
(i!I^Mto>a'!ll:^:ii)^.
•-'>'
Y-^''^'^' ^^DES/fiE HEREBY TO RECORn/WEXPJiESS/nNnF ^^ ■-^''i
■t \
BDTHINDURWDRKAND
DUR SOCIAL RELATIONS, X
mMmMM
I 'AND BECAUSE HE WA5 UNUSUALLY QUAUF/ED TO DMECT AND l/IPPOYE '^^
'' nUFWORKHECOMPEUED '/'/J ,f '/.://,/. t//'A t BUT WHAT W/U
; MAKETHE'/f/^J^UyOEHT/iEHDUPEWEPPONOUNEETOBE
' llili|llilll|:|lli|i|i|i|i^|:|:|:|i|(il:Ml[ WM^M^ ,
,,— ^ fl,r-..-T6T,.r(„>t y'Vi
Very beavitiful effects can be secured by using gray or colored cardboard, tinted washes, white and black ink.
Pencil out the entire design, being careful with the location, size, and form of each word and letter. Give tlie
initial letters and ornaments extreme care.
Where a colored board is used it gives a pleasing effect to use waslies of the same color.
20
The Educator
This
beautiful Hour
sh
magazines. This i>
This
flourish shows
a
other
masterpieces.
1
ne of America's finest penmen,
HoHman, who for many years
command of the pen equalled by but few.
The orieinal of this beautiful piece was lo
irk ha:
I Valp
not often appeared
ra.'so, Indiana.
by F. A. Hatchei
scrapbook along with
Benton, III.
A DISTINGUISHED INDIAN WAR
VETERAN AND PENMAN
Colonel Albert Fenscli maintains an
unusual liigli interest in good handwrit-
ing. Each year in December he stocks
up with a large supply of penmanship
Christmas Cards which he sends to his
many friends. Colonel Fensch is 80
years of age and is National Ad.jutant
General of the United Indian War Vet-
erans. He gives much of his time and
experience to this work and is a real
friend to the Indian War Veterans.
In 1878 he was engaged in a cam-
paign against the Northern Cheyennes
and in 1879 he was canijiaigning against
the Southern Utes. He also partici-
pated in the campaign against the
renegade Nava.ios and Apaches, In 1882
to '84 he was engaged against the
Apaches and participated in the Sioux
campaign in Soutli Dakota in 1890 to
91. His services included the Spanish-
American War, the Philippines and
World War. He was awarded the Cer-
tificate of Merit for bravery in action
against the Indians in Kansas in 1879.
In the Philippines he was a (hspatcli
messenger in hostile territory.
After the Spanish-American war he
retired. Mr. Fensch has rendered very
valuable service during three of the
American Wars, and is at the present
time working in the interest of the In-
dian War Veterans.
Mr. Fensch has also prided himself on
his fine penntanship and has never lost
interest in the Queen of Arts. Whether
Mr. Fensch would agree that tlie pen is
mightier than the sword we do not
know, but we do know that penmanship
has occupied a very important place in
Ills life.
Col. Fensch resides at 7Ki S. Il;uiser
Blvd., Los .\ngeles, Calif.
WE.
2 COLOR, LETTERHEAD
Including Pen Drawing and Two Plates
Ready to Print ^8°° CashWiihOrder
Sena^2P°Depositand Data For Color Sketch
yHilefirPrices on Art and OtherEngmvinij Work
Claude JD.Scribner
ZANERIAN GRADUATE I90Z
P.O. BOX 877-SPRINGFIELD. MASS.
GEMS
DELIGHT
MAKE HOME BRIGHT
SEND DIME QUICK
nplc
for Sta
STODDARD R. 4, Box 141, Indianapolis
ONLY A FEW
SETS LEFT
If vou want back volumes of The
Educator, order now for we have on
hand onlv a few baclv volumes as
follows:
Sept. 1926 to June 1927
Sept. 1932 to June 1933
Sept. 1933 to June 1934
Sept. 1934 to June 1935
Sept. 1935 to June 1936
The price is $1.25 per volume. When
these are gone no further copies will be
available.
The Educator
612 N. Park St.,
Columbus, Ohio
The Educator
21
THE COVER PAGE
The cover page this month Wiis pre-
pared by Claude D. Scriliner, handwrit-
ing expert, engrosser, photographer,
artist, and engraver of .Springfield,
.Mass.
The story of C. D. Scrihner would
furnish excellent material for a real
inspirational book, as he has had an ex-
tremely extended and valuable experi-
ence. The story of his life is an insjii-
ration to any young man or woman in-
terested in any phase of penmanship,
engrossing or art. It is gratifying to
have Mr. Scribner state that all
through his experience his ability in
penmanship and engrossing has stood
by him. Mr. Scribner first came to Co-
lumbus to specialize in penmanship, en-
grossing and art in 191)2. After cpial-
ifying himself he returned to Boston,
his home town, and conducted an art
school by mail for two years. He then
went to Belton, Texas and worked for
,\. J. Embree, a man interested in pen
work and who owned a tine printing
l)lant and who also had taken a course
of lessons in pen art from Mr. Scrib-
ner. Together they established a mag-
azine known as "Pen and Ink Art"
which was published by them for a
year. The latter part of 190.5 he went
as artist with the great Texas News-
paper, The Dallas News, where he re-
mained a year. He then went with the
\. Zeese Engraving Company accept-
ing a position as artist where he re-
mained four years. Oklahoma City
then called him where he worked with
the Standard Engraving Company. He
had charge of their art department for
seven years.
In 1917 he went back to Dallas where
he helped to illustrate the new .South-
western Buttler Bros. Big Catalog
which required about two years. He
then entered business with Mr. E.
Suhler and established a commercial art
studio. In 1922 he sold out his in-
terest in the studio and went back to
the art department of the Standard En-
graving Company in Oklahoma City
where he remained until 1924. He
then received an appointment as Cap-
tain from the Governor's Staff and w^as
given the Chair of Penmanship and
Drawing at tlie State Military .\cademy
at Clareniore, Okla. In 1926 he re-
turned to the \. Zeese Engraving Com-
pany of Dallas as a finislier and jiroofer
in the Engraving Department. He re-
mained there until 1929 when he went
to the Service Engraving Company,
.San .\ntonio, Texas. We next find him
in the Southwestern Engraving Shop at
Atlanta, Ga.
The next year he went to San Fran-
cisco with the New Method Engraving
Company, then back to Canton, Ohio.
Later he went to Dallas with the Har-
l>er Standard Engraving Co.
In 1932 he established the Graphic
Arts Engraving Company in San An-
tonio, Texas, and operated it for two
years. The first part of 1934 he went
with Norfolk Engraving Company, Nor-
folk, Va., as artist and engraver, where
he had charge of the productiim for
two years. For the past year lie has
been with the Phoenix Engraving Com-
pany, Springfield, Mass.
Mr. Scribner is a talented musician,
receiving early training in music in
Boston, and has played in most of the
noted bands and orchestras in the
Southwest. He played at the Green-
wall Opera House at Dallas, Texas,
matinees and nights for seven consec-
utive seasons, also in the Majestic
Theatre, Dallas, and the Liberty Thea-
tre, Oklahoma City. He also played
with travelling bands such as Niller
Bros., 101 Ranch Show Band, and many
other notable bands.
He has studied penmanship person-
ally and by mail with nu)St of the
notable penmen beginning with D. T.
.Vmes, Chas. T. RoUinson, Zaner and
Bloser, Dennis, Madarasz, Tamblyn, etc.
During all of these years he has given
special attention to handwriting and
(piestioned documents and has been in
close touch with the men in the ques-
tioned handwriting work. He has had
many cases in questioned handwriting
in Oklahoma City where he has com-
manded the respect of those connected
with the courts. He still follows ques-
tioned handwriting on the side, making
examinations and reports on handwrit-
ing and questioned documents. He has
made a special study of photography,
chemistry, paper, ink, etc.
While in Oklahoma lie established the
Bureau of Engraving and Electrotyp-
ing Company and was a charter mem-
ber of the first photo-engravers union
in Oklahoma. He played professional
music and carried a union card for
twenty-two years.
Mr. Scribner is happily married and
has one grown daughter.
PENMANSHIP TEACHER
Janith M. George
Miss .lanith George is the penman-
ship teacher in Goldey College, Wil-
mington, Del. Miss George is securing
excellent results from the students. We
examine specimens from her students
(piite regularly and find the work up
to our various certificate standards.
Miss George is a very capable and well
grounded teacher and is a very valu-
able addition to the Goldey Staff.
Goldey College has been noted for
years for its exceptionally fine work in
handwriting.
DOING FINE WORK
.\long with a club of subscriptions to
The Educator, we received a package
of specimens from Mr. R. R. Reed of
the Platt-Gard Business University, St.
Joseph, Mo. .Mr. Reed is still turning
out his usual high-class work.
The BEST MAGAZINE
STS,
The work on the cover page which
Mr. Scribner has been so kind to pre- ^Sb^^^^' j Beautiini i' in
])are for us will give you some idea of ^^HlB^ 5* I'.-ncii, Rm-i"
his ability and some idea of what you ^^^^^Bjl tooning"'i'.i'ir" nn \rr' xm-
niay hope to see from Mr. Scribner in ^tPm^^TV^'"'''' ^'^"" ''r^"""'- ; i"ii<-
futiire issues of The Educator. ^LflSkjmlJ ki '■"'''can't 'be'' d'esVribed^^Irm
IXTltonrcE ihi- hiu'sr .ut
"W'e feel proud that the founders of JssUEs! r"aTO''c!lr'tonn'"B'ook!' amr's'Books about
Tlip F.dnc'ltor had a hand in trainine Artists: 478 pages, over 100 Rotogravures of Human
ine caucaTOr nau a [l.lliu in i.r,iiiiiiig Figures, Etc.. large enough for framing and hundreds
SO capable and experienced an artist. of smaller prints. ALL FOR ONLY si prepaid. An
never grows old. these mags more valuable than when
pviblished. See them and you'll want more (04 all
different $4 Exp.) hence this less than I2 price ofTer.
student writes "$100 wouldn't buy mine if I couldn't
/-vDKT » »jii7ivn- A I /^ADr>C replace." A gold mine of Art and Inspiration. In-
ORNAMENIAL CAKUS tere^in'- InHruetive Helpful. None free— but you
can't lose.— O.K. or Refund! Don't wait as the supply
Some very fine cards written in or- is limited. Send no\v!
. , , ■ , • 1 r I CUT THIS OUT. Send with $1 NOW!
nainental have been received from L.
A. Ware, 309 W. Harrison St., Boze- ^'^''^ ■■'■■' ■'^^^''^!'!!^!!!!^';!'^!!!!!!!!!!'^!!!!!!
man, Mont. We wish to compliment [.'...'.'......
Mr. Ware on the work he is doing. LOCKWOOD studio, Oept. 71, Kalamazoo. Mich.
ALBERT
Teachers' Agency
25 E. Jackson Blvd.,
Chicago, 111.
ESTABLISHED 1885.
Home Economics, Com.
Music, Art. etc. Advii
XT cent greater in 1936. Place-
calls for teachers— High School.
iith'Hughes. Physical Education,
advancement through us. Folder
Member N. A. T. A.
"Correspondent" Agenc
Srokane, Wash.
22
The Educator
Canada's distinguished educator and penman.
This specimen was engraved from a print. The original was made many years ago by ihal prince of a penman,
ada. Mr. O'Sullivan has enjoyed the reputation of being one of the most skillful penmen «
eai, Que., Ca
Home Study
Train for business leadership in your own home.
Courses in Accounting. Secretarial Science, and
Commerce. 30th year. Member National Home
Study Council. Placement service with superior
employment opportunities in the great Mid-
continent oil belt. Write for FREE bulletin.
Department E.
HILL'S BUSINESS UNIVERSITY
Oklahoma City, Okla.
GOLDEN WEDDING
ANNIVERSARY BOOK
Probably the finest thing we have
had the pleasure of examining in the
way of a Golden Wedding Anniversary
Book has been received from E. H.
McGhee, the engrosser of Trenton, N.
,1. The book is bound in a fine blue
seal skin cover trimmed in gold. It
contains about forty pages, many of
which are highly illuminated. Other
]inges contain photographs of the fam-
ily with pen drawings. The book was
presented to Mr. .McGhee's father and
GOOD TE.\CHERS IN DEMAND. Write for Information.
Our
Field
ROCKY MT. TEACHERS' AGENCY
J10 U. S. NATL. BANK BLOG
Vniled
Stales
Largest Teachers' Agency in the West
Photo copies made from original, 25 for $1.50. Copyright Booklet,
"How to Apply and Secure Promotion, with Laws of Certification ot
Western States, etc., etc.," free to members, 50c to non-members.
Every teacher needs it. Established 1906.
mother. A book of this kind would
be cherished by anyone, especially when
prepared by their son.
COME AGAIN
A unique Christmas Card was re-
ceived from S. J. Shaw, 4.5 Santa Bar-
bara Avenue, Long Beach, Calif., which
consisted of a skillfully drawn portrait
of himself by the use of a mirror. Mr.
Shaw is one of the old guard in the
penmanship work and finds the pen a
very excellent way of si)ending his time.
Diplnma Filling a Spccialtv.
pics and Quotations.
Best Quality — Lov
tistic Designs —
and Imitation.
Send for Sam-
Mt Cost
HOWARD & BROWN
ROCKLAND MAINE
J
The Educator
23
riiuinuni
AonOlUu-cb 5.1564
mull
atznilun'ii
T>ic^ October SJ-r^^^'
bcrCCl^, on the cu\Nrb ^av of October. 1^35. the
o^dmit^btv. ini'Hi5 ^vi>^o^a^. ^c:clr!C^ it cx"pc^iol1^
to tahc from ii5 our ufrccttonatc, tcln^cr. UT>^
>vinparbcric wifo. mother, u,ran^n-»othcr an^ amit
\\\v)CXCCi.S, the carrb rbar- nourt>bc^ bcr. tiic, soi^ ^arab
IKTatH^cnbcrc^. bo5 cl^.^in1c^ bcr mortal remains to be ^■Ci:ol^■>o^
to Otirtb attain; l.^n^ > : : ~ :
(j[JbCl*Ca5, sbe. tbe --ai> i'arab oXatzcnbei^T, bai; left bc-
bin^ bei- a bitterU"' ^i>trei;£;e^ an^ c\i-{cb-<:tricben bllsbt^n^.
cb^l^l•en an^ l.\^■an.^cbtI^ren■. an^ ^ ~-
Vi JuCrCtl^, sbe. tbe 5ai^ e>arab oK.ut£enbeic\ Avas abvavs an_
t'lnparrtal, coni^ranr an5 KtitbKil h't'en^ an^ member of" tbe
ifatzrnbmvM^imily i^inir, cliiimmlnnuiT
^0U"> tbcrctorC, be it respectfulb-' an^ rererentlv re^obv^ tlvit
tbe ^atc of our berearemcint" be anJ> tbe i^ame. is bei-eb"v'
i:prea^ upon tbe lecoi-C^^ ttn^ minutes cf tbe olxatsenbei-a
^^amily Circle, cbicat\o Ibrancb, it beinatbe ^ate bcreiii above
set fortb; an^ tl-jar ^a^e. be ^ommen■^orare^ n-'itb Httiua cere-
moxiies bv tbe -Katzenbeu; J^amib^ Circle. Cbica^^o Ibrancb in tlx
ncvr en_siiiii«.\ vear, anC» for eveiy s^lccee^in^ year tbei-eattei:.
'L'ate^ at tbica^o, o'llinois. tl'»is seco^l^ ^aA"' of o^"ebriiarv. 1^36.
l^^titzcitbcu; l^al^ib (firclc, (CbtayolB ranch
J'i-il^^rV'M-^yU^ ^^]feL^^i-n.^y^a (jf^j^-e^-y-*-'^-^
\^ iX.-t.\,j!U.-rtjL,
ir,,/
.VUisic.ivfioii 5ott voice;: die.
Vibrates in tlio iiicmoi-y:
OdLirs.wlicn snvct riolcts sicken,
Liw within tlic sciisc tiicv ouicKcn.
Roisc leavers. ivhcn the io5c is clctid.
-4rc heaped ter the l->etoveds bed.
.4tui5o riiv theiu-^hts when thoii art tptic,
Love itiiclt sKali clumber oiu
.■,■.^,,'■3 >/,^//.„,
A beautiful engrossed resolu
worthy of your careful study, made by C. L. Cook, of the Harris Studio, Chicago, 111.
24
The Educator
The above ornamental penmanship did not reproduce nearly as well as we expected. The original copy was beautifully
Mr. W. H. Morgan, Box 112, Avondale, W. Va. and we want to compliment him on his good work.
^.,-:^'l^<>7<l^t-'t!''--t^,^^;^-^^l^'-Z--<^^^^
Written by E. Iwasa, Misono 281, Kamata-kii, Tokyo, Japan
The Educator
25
BOOK REVIEWS
o
ir r
waders are i
nte
ested i
n books of
merit,
but
iall
■ in bo.
iks
of int
erest and v
alue to
al
eachers
inc
uding
books of
special
educ
ation
al ^
alue am
b
[>oks or
business s
ubjects.
AH
such
bo.
oks will
be
briefly
reviewed i
n these
colu
Tins,
the
object
be
ng to
give sutlici
nt de-
scrip
tion
of
each to
enable o
ur readers
to de-
Public Speaking for Executives, by
Charles AV. Mears, Dean, Cleveland Ad-
vertising School; Promotion Manager,
Cleveland News; Author of "Salesman-
ship for the New Era." Published by
B. C. Forbes Publishing Company, 120
Fifth Avenue. New York City, N. Y.
Cloth cover, 19+ pages.
A PRACTICAL BOOK WHICH WILL HELP
YOU PRESENT YOUR MESSAGE CLEARLY
AND FORCEFULLY.
This book aims to give practical help to the
speak before groups
lis organisation and
Handwriting Merit Seals
These seals are designed
to be used as informal
awards to be pasted on
papers in handwriting or
other subjects. They are
printed in two colors on
gummed stock, and
shown.
sonal in appeal (pumpkin,
Santa Claus, Valentine
Heart. Washington, etc. 1
while others may be Ubcd
equally well at any time
throughout the year. Send
10 cents for a complete
of 12 seals.
fin cent.s for a gross as-
VI Q .sortment. Address
THE A. N. PALMER COMPANY
55 Fifth Avenue. Oept. E. NewYork. N.Y.
^^^^H
I TEACH BY MAIL HS^IqI
All Supplies furnished. Wrrtc V^^^^HI
for details and my book. -How ^B^^V^
to Become an Expert Penman." ^^^^^JS
FREE! Your name will be J^^ Jl
elegantly written on a card if you ^4^ ' :^|
enclose stamp to pay postage. [JH^^j^^^i^H
Write todav! i^i— «-^^
Box 25-C. Chillicothe. Mo.
all and large, both vvithi
In order to be practical it does not set up as its
goal the perfection of genius. The possibility
exists that a business man may lose some of his
business prestige by becoming known as an orator.
But there can be no question that the ability to
stand before an audience and say one's say credit'
ably is an asset both to the man and to his busi-
^c^^INL\KTir\'S
THE cottect POINT FOR
EVERY NEED
The autho
long
His life-
it in persuasive business communication
rily entailed public speaking. Through
many profitable contacts with able speakers, chiefly
in the field of business, through research into sue
cessful methods and by many appearances on the
platform, using his own experiences as laboratory
tests, he has learned what this book presents. Much
of its material deals with what not to do. Rocks
and shoals menace the public speaker as they do the
mariner and. after all, it is by avoiding them that
both speaker and mariner bring the ship safely into
FREE WITH YOUR SUBSCRIPTION TO
FORBES MAGAZINE,
Whether you are a poor speaker or a good one,
you will want to possess this fascinating and hu-
man study which covers all phases of the subject.
Many books on public speaking are as dry as dust.
Mr. Meats has made his message on how to suc-
ceed an entertaining story which makes public
speaking an exciting adventure.
Remember, you get it FREE with a year's sub-
scription to FORBES. New York City, the maga-
zine thai has clarified thoughts of business ex-
Amenca on all phases of busi-
STEEL PENS
A pen point should be as distinctly your own
your handwriting. Gillott's Steel Pens are espi
ally designed to fit every writing need . . . ir
vidual as your own handwriting. On sale at
leading stationers. Send 10c for sample assortm
of S school pens.
ALFRED FIELD a: CO., INC.
93 Chambers Street New York, N.
Save Money
Book Form Diplomas
attractive designs lithographed to your
on heavy Parchment for 5c each in quan-
Paper
Neark
Genui
Send for l
■'Business School Catalog." It
n judging Diploma and Cover
A' to get the most for your ap-
Martin Diploma Company
BUSINESS PENMANSHIP
A book containing a complete course of 7.5 large lessons in business writing,
a large number of movement drills, lessons in small letters and words, les-
sons in capitals and words, lessons in sentences and general information.
Seventy Lessons in Business Writing 30
Five flourished birds and a swan 20
Bounding deer, lake and grass 30
Lion, rock and landscape 20
Total value .$i.no
All the above sent for 30
C. W. JONES, 224 Main St., Brockton, Mass.
26
The Educator
Lessons in Modern Engrosser's Script
Prepared in the office of The Educator
Practice the stniiglit line exercise «ith a view of developing a uniform pressure. See if your shades are the
same thickness at the top as at the bottom. Also try not to get your shades too heavy. It is better to have work neat
and delicate than to get it too heavy and clumsy^
Work on the t exercise. Be sure that you get the turn at the base line graceful and that the tops are squared
off. Ordinarily the squaring of the tops of the t should be done witli one stroke of the pen and not necessarily re-
touched. We retoucli only when a mistake is made.
Study the similarity between the a, t and A. The A is the same as the a and t combined. The t is an extended i
and the body of the d is the same as the body of the a. Study the individual letters, then work upon the words. Prac-
tice each word separately and where necessary break the words up into individual letters and practice upon them. Be
sure that your shades are uniform in thickness and not wedge shaped. Send your work to The Educator for a few free
criticisms. Be sure to enclose return postage.
Be a real student of script. It is one of the most profitable lines of pen work.
////////// /////////^^/>^/X/>/
CREATIVE SUPERVISION
(Continued from page 15)
left-handed. Experiments have shown
that changing a strongly left-handed
pupil to right-handed is liable to be in-
jurious to the nervous system, mani-
festing itself in speech defects. Wallin
disagrees. In St. Louis he found little
evidence to support the notion that
there was danger of bringing on speech
defects from change. Parsons, in
Elizabetli, New Jerseys, also disagrees.
He reports, "Not a single case of de-
fective speech could be traced to re-
versal of manual habit." Although
these two investigators seem to disagree
with the results of other workers, yet
the preponderance of evidence indicates
that changing a confirmed left-handed
child is doubtful practice. If a child
changes easily, showing that left-hand-
edness is not persistent, or intrenched
in his physical mechanism, no harm is
likely to follow. These are probably
not genuine cases of inherent left-
handedness.
A teacher replied to an observer,
"John always writes with his right hand
in the writing class, and does very well
too, but I let him use his left hand the
rest of the time, because it is so much
easier." This is sheer disregard of the
laws of habit formation, to say nothing
of the waste of time. If a left-handed
child has progressed into the intermed-
iate, or upper grades and writes well
left-handed, by no means should his
nervous mechanism be tampered with.
Two other reasons are advanced why
children should write right-handed:
1. Left-handers are handicapped.
School equipment is built for right
handed individuals: for example, tablet
arm-chairs.
2. Our custom of writing with the
line moving to the right is adapted to
right-handed people.
Summarizing: If change from left
to right in early grades takes place
without conflict, probably a wise pro-
cedure. If left-handedness is domi-
nant, persistent, it is dangerous to at-
tempt to change him, especially in up-
per grades. The weight of evidence
seems to be that changing innate left-
handers may result in nervous disorder,
even speech defect.
The Educator
27
New
From E. L. Brown, Rockland, Me.
AS APPLIED TO ASPIRING
PENMEN
Have confidence in yoiiiselj. Be-
lieve in your ability to master any
style of pen work. Only by having
faith in yourself, can you equal or ex-
cel the work of the masters. Have high
ideals and back them up with mid-
night oil. You can if you will, regard-
less of what others think of you.
by M. A. Albin, 3823 SE 65th Ave
Portland, Oregon.
SAMUEL J. MARGOLIS
Engrosser and Penman
595 East 16Tth Street, Bron.\, N. Y.
lonials. Resolutions. Charters. Card
id also Diolomas engrossed
. Contracts also taken lor
ates. En\elope5 addressed i
HOW TO RULE CARDS
Few penmen can write straiglit. On
careful work where a straight line of
writing is desired rule your cards with
charcoal. An ordinary soft burnt
stick will answer the purpose. Fold
a card in the middle and rub one edge
of the folded card over the charcoal;
insert a card in the folded card and
rub the fingernail along tlie edge con-
taining the charcoal. A straight,
clear line will be the result. The posi-
tion of the line can be regulated by
folding the card above or below the
center. The charcoal line can be
quickly rubbed off with a handker-
chief. When ruling dark cards use
soft chalk. It takes very little time
to rule cards and it pays.
n script, 25c. Leather, sitk-
. $5.00. incluJing name
and paper. 56.00
ENGROSSER W.4NTED
Youn
: man who is oualined to engross diolo- \
mas.
who is denendable and trustworthy.
also
Write
ous o: advancing in the art of engross
at once to Bo.-: 651,
c/a THE EDUCATOR
Columbus, Ohio
ng.
The Educator
By the late S. M. Blu
Signatures written by O. E. Hovis, 88 Biltniore St., Springlield, Mass.
The Educator
29
Portrait by J. B. Hague, The Haring Studio, l.> Park Row, New York Cit>-.
LESSONS IN CARD CARVING
By J. D. Carter, Deerfield, III.
Lesson No. +
This lesson shows how Holiday cards, etc., can be made by combin-
ing knifemanshij), pen work, and photography. First of all work out a
good design and cut it as suggested by the copy. Practice on the flower.
First draw several circles in order to get the proper shape. Let me see
your efforts.
$^0^^:
ar^^tmg^i
C. E. CHAMBERLIN WILL BE
LISTED IN PROF'S WHO'S WHO
Lauded As One of America's Most
Outstanding Educators By
National Publication
Among the college professors re-
cently receiving national recognition in
publications which carry the names of
noted men of America is Prof. C. F,.
Chamberlin, head of the department of
business administration. The biography
of Mr. Chamberlin appears in the
"Who's Who in .\merican Education"
for 193.5-36.
The sketch, with the abbreviations
omitted, a]>pears below:
"Chamberlin, Charles Edward, Pro-
fessor Business Administration, San
Marcos, Texas. Born May 21, 1879,
Shelby County, 111.; son of" D. W. and
Ruth Ann Chamberlin; married Eva S.
Mayhew, Coles County, 111. (Etna),
March, 1905; children: Geraldine, Mil-
dred, Jessie Lee.
"Education: M.S.C., Ellsworth Col-
lege, Iowa Falls, la., 1910; B.S., South-
west Texas State Teachers College,
1927; M..\., State I'niversitv of Iowa,
1930.
"Experience: Head Department of
Commerce, Ellsworth College, 1908-12;
head Department of Commerce, James-
town College, Jamestown, X. Dak.,
1913-1.5; Supervisor of Writing and .\s-
sistant in Department of Commerce,
Chattanooga Public Schools, 1915-18;
head Department of Business Adminis-
tration and .\uditor. Southwest Texas
State Teachers College, 1918-20; head
Department Business Administration
and Treasurer, Southwest Texas State
Teachers College, 1920-28; Professor of
Business .Administration, 1928-36.
"Member: Southwest Texas Golf
Association; the local school Men's Fac-
ulty Club; local chamber of commerce.
Research of general interest: Tests in
Commercial Education and Public
School .-Vccounting. Fields of Special
Interest: Commercial Education; ac-
counting."
Mr. Chamberlin received his training
in penmanship in the Zanerian College.
LESSONS FOR EDUCATOR
Just received a package of les>
from E. L. Brown.
You'll eniov tliem.
FOR
SALE
A well equipped Busir
years ago. located in
Central South Gcorg
$3500.00. Expenses \
ess College organized 37
the most ideal place in
a. Price — cash only —
ery reasonable. Am re-
t;nng.
Bov No. 468,
Douglas, Ga.
30
The Educator
Fairfield County Penmanship Contest
//■^^CA..<>^,<d^ .
i:?t-'S^C5-'?'-L--z?^ ^.^C^ ,''0''>t.-ot<t-^^'C^ /^-^-z.-'i^:^ — .
"!?^cSl^>^?t-^ i^^/C
Great interest is created each year in handwriting in Fairfield County by the contest which is annually held at the County Fair in
Lancaster, Ohio. R. M. Eyman, the superintendent, is greatly interested in handwriting and he and his teachers are doing a great job
of training the children to write well. The specimen herewith was written by Ruth Thompson, one of the eighth grade contestants. Her
teacher is Hazel Wheeler, Pleasantville, Ohio.
RIGHT
DOWNTOWN
Whether you're in St. Louis
on business or For pleasure,
the De Soto's downtown lo-
cation will save you steps,
time and inconvenience.
H CHOICE OF DINING ROOMS
The modernly decorated De Solo Grill and the spacious
Cafeteria cater to lovers oF Fine Food. Choice wines and
liquors served in the Taproom.
O. P. GREATHOUSE MANAGEH
ST. LOtIS
Arnold's ] apart Ink
A\'e are lieadquarters for Arnold's Japan Ink,
carrying a larger stock than any other dealer in
this country. AVhen used according to the instruc-
tions which we send with every bottle, telling how
to get the best effects, the ink is without doubt one
of the very finest to be had for executing fine pen-
manship, such as letter writing, card writing, flour-
ishing, etc. Practically all professional penmen use
this ink.
1 bottle, 4 oz., postpaid $ .50
1 pint $ .75 plus postage
1 quart 1.15 plus postage
ARNOLD'S WRITING FLUID
1 Pint (Pints only), plus postage $ .75
ZANERIAN WHITE INK
One bottle, postpaid 30c
One dozen bottles $3.30, postpaid
ZANERIAN
GOLD BRONZE POWDER
1 OZ. package, postpaid, 25c.
ZANERIAN GOLD INK
1 bottle 25c
1 dozen bottles, by express $2.00
The Zaner-Bloser Co.
612 N. Park St.,
Columbus, Ohio
FASCINATING PEN FLOURISHING
Containing a Complete Course and a Collection of Master-
pieces Produced by Leading Penmen
The most pretentious work ever published which is devoted
exclusively to the beautiful fascinating art of flourishing.
It starts at the beginning showing the student how to make
the simplest strokes and exercises and finishes with a great
variety of designs displaying the highest degree of skill at-
tained in this art.
Fascinating
PenFlouris""^
/^li-&i
THE ZANER BLOSER COMPAN^
Price, $1.00, Postpaid
Work
representing the
highest
skill of the following
penmen
of national fame ap-
pears i
n this book: C. P.
Zaner,
E. L. Brown, C. C.
Canan,
H. B. Lehman, \V.
E. Den
nis, H. S. Blanchard,
H. W
Flickinger, L. M.
Kelchne
r. E. L. Click. H. L.
Darner,
L. Madarasj, R. S.
Collins.
H. P. Behrensmeyer,
M. B.
Moore. L. Faretra,
Lyman
P. Spencer, E. A.
Lupfer.
F. B. Courtney,
Fielding
Schofield. G. A.
Gaslcell.
Clinton Skillman.
A. W.
Dakin. J. A. Wcsco.
Size
S'Axll in., SO pages
beautifu
ly bound.
THE ZANERIAN FINE WRITER
For card writing, roundhand or engrossing script, for
flourishing, for artistic page writing, or for executing
any of the shaded ornamental styles of writing, this
pen has never yet been equaled.
Ih£2ANERIAN FINE WRITER
^/ COLUMBUS OHIO
Three gross or more $1.60 net, postpaid
One gross $1.90
One-fourth gross 50
One dozen 20
Write for Complete Supply Catalog.
The Zaner-Bloser Company
612 NORTH PARK STREET
COLUMBUS, OHIO
_4 N N
' c
Q
g
^ ^
OJ
a
*- w
^ pa
0- -2
Cu H
-H ^ ■^
."21
B°'a Q.>.
^ *£-^
Ch = O /
6 ji . jf
.«^ oJ "J
;. m CJ .^ CO
— ID."
u !; ^ *j S
V o -it « (5
.-zz
1) CSTJ T3"
. c c
I MM
Z NN
Vol. 42
FEBRUARY, 1937
No. 6
Published monthly except July and August at 612 N. Park St., Columbus, O., by the Zaner-Bloser Company. Entered as second-cla
matter November 21. 1931. at the post office at Columbus, O., under Act of March 3, 1879. Subscription $1.25 a year.
The Educator
Summer School
You can attend the Zanerian any time dur-
ing the summer and take special work in
Methods of Teaching
Supervision
Blackboard Writing
Business Penmanship
Professional Penmanship
Ornamental Penmanship
Engrossers' Script
Text or Diploma Lettering
Engrossing
Illuminating
Commercial Lettering
Come and spend a profitable summer and
prepare for something better.
Whether you are a student, teacher or pro-
fessional you are urged to come to The Zan-
erian where you can improve your penman-
ship, your teaching, and your earning
ability.
The Zanerian has trained thousands and has
helped them to secure good positions.
Prepare for the future.
The Zanerian College
of Penmanship
612 N. Park St. Columbus, Ohio
WIN A
CERTIFICATE
Now is the time to begin working
for a beautiful penmanship certifi-
cate. Write for illustrated catalog.
Specimens examined free. Students
should have their specimens sent in
by their teacher or O. K.'d by tlie
teacher.
4>
THE ZANER-BLOSER
COMPANY
PENMANSHIP SPECIALISTS
612 N. Park St. Columbus, Ohio
THE ZANERIAN FINE WRITER
For card writing, roundhand or engrossing script, for
flourishing, for artistic page writing, or for executing
any of the shaded ornamental styles of writing, this
pen has never yet been equaled.
iw ZANERIAN fINEWRITER
fc COLUMBUS, OHIO '
Three gross or more $1.60 net, postpaid
One gross $1.90
One-fourth gross 50
One dozen 20
The Zaner-Bloser Company
612 N. Park St. Columbus, Ohio
The Educator
School Activities
The National Extra Curricular Magazine
Our Best Testimonial and Proof
of unusual Reader Interest —
.... the number of School
Activities readers has in-
creased 400% during the
depression!
Many of our readers tell us that their copies of School
Activities are in constant demand not only in their
schools but at church and other community functions.
Subscription Rate — $2.00 per year
The School Activities Pub. Co.
1013 WEST SIXTH STREET
TOPEKA, KANSAS
%r 756 OmI 1^;i>yu>^
STEEL PEN MFG. CO.
62 COOPER STREET. CAMDEN N.J^
„ Brown Bros.. Ud., Toronto. Conodn
New Standard Typewriting
Nathaxiel Altholz
Director of Commercial Education,
Board of Education, City of Neiu York
Charles E. Smith
Specialist in Typemiriting Instruction,
Trainer of Every Jl'orld's Professional
Typewriting Cliampion
A new standard in presentation of
instruction material.
A new standard of convenience for
teacher and student.
A new standard of possible re-
sults.
The
Most Usable Text
Ever Devised
Reflects exceptional experience
Meets the common problems of the type-
writing classroom
Permits a simple and progressive method
of teaching
Offers abundant material, skillfully se-
lected and arranged
Simplifies the work of your typewriting
classes and assures better results.
Pitman Publishing Corporation • ^ew York and Chicago
The Educator
Printing...
OUR SERVICE
^.^ Catalogs
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Special Blank Book Manufacturing
Pen Ruled Forms — They save the eyes
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VVA.T K I isr s
PRINTING |f[| COMPANY
_ ?40 NORTH FOURTH STREET *4i^ COLUMBUS
Many a bis
Here famous bands cr
brings down the house.
Three restaurants. 700
$3 to $6 single.
i I^OOM .<
s born in our "Bubble Room."
>n away your cares a^ top talent
Come to the center of Baltimore,
rooms, each with bath and shower.
LORD BALTIMORE
H.N.Busick.Mng.Dir. • Baltimore, Md.
Philadelphia^^
Most Convenient
Hotel
Here at the Hotel Philadelphian. you have charm of fine living combined
with delicious food. Location — convenient to all stations — 8 minutes to the
business section — away from congestion and noise. 600 rooms each
with bath. Unlimited Parking.
$2.50
SINGLE
WITH BATH
HOTEL
PHILADELPHIAN
$4.00
DOUBLE
WITH BATH
{Formerly Hotel Pennsylvania)
39th and CHESTNUT STREETS
Daniel Crawford, Jr., Manager
PHILADELPHIA
The Educator
The Gregg Summer
Session for Teachers
Has for twenty-six years been "first with the last
word" in new but tested methods of getting results in
the teaching of shorthand, typewriting, and related
subjects. Thousands of graduates in this and other
countries enthusiastically recommend this highly special-
ized training.
Teachers of commercial subjects and those prepar-
ing to enter this profession will find the Gregg Summer
Session a well-spring of valuable information concern-
ing the very latest developments in this field. The
Functional Method of teaching shorthand will be fully
taught and exemplified by expert teachers.
Attractive courses of study, an unusually strong
teaching staff, a good Room Service, a free Teachers'
Placement Bureau, interesting recreational features, and
many other helpful advantages make a summer at
Gregg a most delightful and profitable experience.
The 1937 Session begins July 5 and closes August
13. Write today for special bulletin.
THE GREGG COLLEGE
6 North Michigan Avenue
Chicago, Illinois.
CHICAGO'S
Newest Hotel
OFFERS
FREE Radio Loud Speaker
Circulating Ice Water
Tub Bath or Shower
Garage
in every room
with direct entrance
to Hotel
oo
Rates
From
r$2.oo
1$3.00
Single
Double
Harrison Hotel
Harrison Street
{Just off Michigan Blvd.)
OO
ANDREW C. WEISBURG, President
EDWARD W. JACKS, Manager
Illustrated Booklet Sent Upon Request
BUILT TO
SPECIFICATIONS
HOSE who take pride in their
penmanship usually acquire a lik-
ing for a certain style of Spen-
cerian pen. They find it easy to
forget the mechanics of writing
when using their favorite, smooth-writing
pen. They would detect at once any varia-
tion in its "paper action", its flexibility, the
smoothness of its point.
Penmen may order their favorite Spencer-
ian pen by number, confident always that the
pen they receive will perform exactly as does
every other Spencerian pen siiuilarly classi-
fied. For all Spencerian pens are made to
specifications and rigidly tested and inspected
to meet these specifications.
On this long-established policy is founded
the wide preference for Spencerian pens of
every description. It is your safeguard to
writing satisfaction.
FREE TO PENMANSHIP TEACHERS
The instruction manual "The Spencerian
System of Muscular Movement Writing" and
samples of Spencerian School Series Steel
Pens sent to penmanship teachers free on re-
quest. Please mention your usual source of
supply.
SINCE 1858
THE BEST PEN NAME
SPENCERIAN PEN COMPANY
349 Broadway, Dept. F New York, N. Y.
The. Educator
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-iBH^itt - iiti»i» - imcmim -^
2'?iBi<^F~llqtrer' C<)\. * c^msw emw
BY KeitTHIKO'
Volume 42
COLUMBUS, OHIO, FEBRUARY, 1937
PLACE OF HANDWRITING IN THE
SCHOOL PROGRAM
The energy with which the child
seeks to improve his writing will de-
pend in part on his recognition of the
importance of handwriting in modern
life. The teacher should be aware of
the many and abundant uses to
which handwriting is put and of the
value to the individual and to society
of efficiency in handwriting, and
should take advantage of favorable
opportunities to pass on to the child
information concerning these points.
Convincing evidence of the contin-
ued and ever-increasing importance of
handwriting in the United States is
found in the increase in the amount of
handwriting materials used in recent
years. For example, comparable fig-
ures for the years 1914 and 1927,
taken from the Statistical Abstract of
the United States, enable us to calcu-
late the increase in the value of cer-
tain materials used in writing which
were manufactured during these
years. During the period between
these years, the value of writing ink
manufactured increased from $2,784,-
000 to $5,342,000: the value of lead
pencils increased from $8,328,000 to
$24,500,000; and the value of foun-
tain pens increased from $6,865,000 to
$23,255,000. The opinion is sometimes
expressed that the use of typewriters
is rapidly displacing handwriting.
That this is not the case is shown by
the value of pens. The figures for
typewriters are $24,500,000 and $69.-
112,000.
These figures show clearly that the
American people are doing much more
writing than formerly, with pen and
pencil as well as with the typewriter.
Handwriting as a subject of instruc-
tion is, therefore, of increasing im-
portance because of the sheer amount
of handwriting which the American
people do.
This argument from the amount of
handwriting which is done may be
supplemented by the argument that
the quality of handwriting is import-
ant. Some time ago the supervisor of
training of a large department store
consulted a specialist in handwriting
to get advice on the methods of im-
proving the handwriting of sales
clerks. Many of the tickets made out
by clerks were so illegible that they
caused serious errors in the delivery
of goods or in the entering of records.
Much of the carelessness in handwrit-
ing which characterizes the pupils of
the present-day school is probably due
to the low value they set on hand-
writing.
A TRIBUTE TO UNKNOWN
TEACHERS
By J. W. Studebaker
Commissioner of Education.
(Reprmted froiii School I.i(e)
This month carries our thoughts to-
ward two great men in history —
Washington and Lincoln. Each, as
the world well knows, made an in-
delible contribution to human pro-
gress.
Today, as I write this message to
schools of the Nation these men
helped build, my thoughts keep turn-
ing to the teachers who are guiding
the childhood of the Nation's future
leaders.
Unknown, save to the few in his
own community, the teacher stands
with staid concern for the ultimate
good of the boys and girls. He seeks
to bring better order out of confusion.
He keeps the faith in human endeavor
that made Washington and Lincoln
live on in the hearts of men and
women.
We well know that cheers for great
deeds may be muffled over night or
silenced forever by tomorrow. Mere
popularity may sink into oblivion
when a new hero mounts the rostrum
calling some different ware. Even the
most loudly applauded effort becomes
only a small part of the record of
mankind.
But the teacher's daily work with
his pupils, his quiet kindliness, his un-
assuming leadership, his thoughtful
and gracious deeds, his silent inspira-
tion— these live on in the hearts of
men and women. These go into life's
eternal pattern.
Great, even as Washington and Lin-
coln were great, is the teacher who
leads the youth to an admirable way
of life.
SWING OUT OF IT
Another milestone is past. No
doubt at times the world seems cock-
eyed and the people act daffy, and
mayhaps you are a little that way
yourself at times, but throw back your
shoulders and don't let the blues get
you down. Other successful men at
one time or another felt just as you
J. W. Studebaker
do.
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EDUCATOR is the best medium
which to reach business college pro-
and managers, commercial teachers and
and lovers of penmanship. Copy must
r office by the 10th of the month for the
the following month.
THE EDUCATOR
Published monthly (except Julv and August)
Bv THE ZANER-BLOSER CO.,
612 N. Park St., Columbus, O.
E. A . LUPFER Editor
PARKER ZANER BLOSER Business Mgr.
The Educator
Modern Hand^vriting
By E. A. Lupfer, Zanerian College, Columbus, Ohio
How to Stand at Blackboard
Blackboard writing makes the
handwriting lesson interesting. Try
it occasionally.
BLACKBOARD WRITING
Lower grade students should be
started at the blackboard. Blackboard
work may be continued throughout
the grades, and is especially recom-
mended where students have special
trouble in mastering certain letters.
.\t the board the movement is large,
I lie forms are large, and the tools are
(Darse which makes it easier to mas-
ter writing first on the blackboard be-
fore using paper.
We have here a young man demon-
strating how to write on the black-
board. Stand well back from the
board, hold the chalk as indicated in
the illustration between the first and
second fingers and the thumb letting
it point towards the palm of the hand.
How to Hold Chalk
The teacher should use the black-
board frequently to show how good
writing should be done.
This illustration shows how the left-
handed writer should hold his paper.
Many times the left-handed writer is
neglected until incorrect habits are
established. It is important that cor-
rect position be secured from the be-
ginning.
Correct position of the body, arm
and pen.
Position of Hand
Top view showing the correct posi-
tion of the hand and paper. Notice
that the pen point is directly in front
of the body.
Study the curvature of the fingers.
Check your position. Do not grip the
penholder.
The Educator
Before writing this sentence see if your paper is in the right position. Do you move your paper in writing
across the page ? It is best to write directly in front of you and not too far to the right.
The above copy is given for added practice in making T and F.
(^^^ CP^ ^?Z^ (^^^t^ ,£??:^ ,::^
c:^!^^ ^^^ <i:^ d::^
The small letter t is an i with the extended part and the crossing. Be sure that the crossing is placed in the
proper position and neatly made. Practice the retraced exercise without raising the pen.
The d is a combination of the a and t. Cover the top of your d and see if it makes a good a.
Here is a fine lesson on the K. Write the sentence to find out what parts need more attention, then practice
on those parts in a systematic way.
Oj ^Oj ^^ a^a^ ^^ ^Oj ^^ ^
The first letter to give you trouble in the above sentence will probably be the capital K. Therefore practice
retracing the begimiing part. This will help you to curve the first down stroke. Notice that the oval exercise
should not be much more than one-third of the length of the entire stem. Make the exercise, then make the letter
K and repeat. After practicing a page or two of the exercise try the K alone.
10
The Educator
In this exercise attention is given to the final part of the k. Curve the top of the second part and have the
loop swing around the first section, thus tying the letter together. See that the final stroke is the same as in
the i.
^^dfdJdl^ ^./^ ^y- ^
'^^i^^dl^) ^j^r ^ry^
Here are additional copies for practice. If you have mastered them go on to the next copy. If not, give them
considerable of your time.
Again we spend a little time on the capital and small letter G. You will find the large tracer good form
study. The third exercise is a new one. It is important in making the straight stroke just before swinging into the
"boat hook" on the base line.
^^"^
Additional practice is given for the capital and small letter f. The back of the small f should be rather
straight. Therefore, the push-pull and retrace exercise should be mastered. Does each one of your f's contain an i?
Get the top and bottom loops the same in size.
Give the muscles of the arm a good work out on the above exercises. These exercises are intended to help in
making the capital letters, P, B and R. They will help to make the retraced stem and to get full graceful ovals.
The Educator
11
Be sure that your pen pressure is no heavier on the downward strokes than on the upward strokes, and that
you roll the exercises out freely. No finger movement should be used in making these exercises. To check the
rate of speed time yourself with a watch. You should make about 200 down strokes per minute.
It takes a little more control to make a single retraced oval exercise than it does to make the running
general exercise. See if you can make the first oval well shaped and keep on the track. Notice the direction as
indicated by the arrows.
Changing direction of movements is always difficult and, therefore, the push-pull and indirect ovals are made
together. You will see quite a resemblance between these exercises and the capital letter P. The main difficulty
is in the size of the ovals.
Make the retraced stem, then swing gracfuUy and freely into the oval,
motion. Try to keep the oval about half as large as the retraced exercise.
Make the oval with a rather quick
^ ^ -p- -^ -f? _^- -p -^
■-^ -fD -p -p p
p
This copy contains some very good points for you to work out. Study the dotted lines and check marks.
You will notice in the second illustration that the oval should be as wide at the top as at the bottom. Avoid
getting a point at the top of the P.
In the word penman notice the rounding turns. Are your turns all equal ? Close the a for someone said that
an open a indicates a talkative nature and you wouldn't want to be misjudged.
Additional interesting words for practice. Remember that after you have acquired a fair degree of skill in
making an individual letter you should apply it in words and sentences. The more you use your writing the
better it should become if you always do your best.
-f--^
...^-^-^i-e^^^-«^<2i^
The small p makes a very interesting lesson. Curve the beginning stroke and notice the height of the top
retrace. It should go about twice as high as the oval. Retrace the oval about six times, then finish the same as
the i. Notice that the letters when slant lines are drawn should be divided into about three even spaces. The
oval or body part of the p is exactly the same as an inverted a. Since you close your a at the top you should
close the p at the bottom.
Never get a loop at the top of the p.
Practice these easy words as well as other additional words. Have someone hold a watch while the class
writes. See how many letters each one makes in a minute or two. Count only those letters which are legible and
well made. This will prevent carelessness.
Freedom and Grace in Writing Depend upon a
Free and Graceful Movement
12
The Educator
Historical Background of Handwriting
Instruction
From San Francisco Public Schools Monthly Bulletin
Consideration of the present status
of handwriting and modern trends in
instruction stimulates conjecture as
to what Is to be the future position in
the curriculum of this controversial
subject. Whether our alphabet in its
present cursive form has completed
the cycle of its development and
whether there exists possibility of
evolving newer and simpler forms are
a few phases of this arresting prob-
lem.
Throughout the ages some means of
expressing human experience has been
indispensable to mankind. As the
child of today crudely expresses his
ideas with paint or crayon so in past
ages primitive man set down In bold
and lasting outline what his life ex-
periences must have been. Between
that sign-maker of yesterday and the
child of today lies the story of the
greatest contribution to the civiliza-
tion of man, the development of the
art of writing. It has required eight
thousand years of transition for the
alphabet to reach its present form.
How the transition took place and
through what steps writing became an
integral part of the school curriculum
is subject matter worthy of inves-
tigation.
Writing as a Tool of Expression in
Ancient Times
The real source of all alphabets
may be traced back to the pictograph-
ic expressions of tribal history, tribal
legends, and tribal pastimes of earliest
man. From the pictorial representa-
tion the next step was the symbolic
exemplification of an idea which was
later supplanted by the phonetic or
sound sign. That briefly was the his-
tory of the alphabet. Probably the
beginning of writing occurred in the
early civilizations of Babylon and
Egypt. Egyptian hieroglyphics were
developed from elaborate pictures to a
system of quick strokes, the essential
elements of which were later simpli-
fied into the Phoenician alphabet.
The Egyptians were primarily con-
cerned with writing as typified by
their hieroglyphics, use of which was
confined to the inscriptions carved on
the walls of temples and palaces. For
this reason the position of the hiero-
glyphs in the sentence was secondary
in importance to the decorative effect.
Hieratic writing was a simplified
cursive form of hieroglyphic writing
resembling modem shorthand and
used chiefly in copying important lit-
erary productions. A third type of
writing called the demotic, was used
for the ordinary purposes of daily life
such as personal letters and business
records. Reeds, bruised to give a
brush-like appearance or sharply cut
to resemble pens; stone, wooden, or
ivory ink-wells resembling palettes;
black or varying colors of ink imita-
tive of the subject dealt with, consti-
tuted the writing tools of the profes-
sional Egyptian scribe.
The idea-signs, picture-signs, and
sound-signs also prevalent in Baby-
lonia finally evolved into a writing in
which sound-signs for words and syl-
lables were used. Like the Egyptians,
We have faith in education as
the foundation of democratic gov-
ernment . . . Our schools need the
appreciation and cooperation of all
those who depend upon them for
the education of our youth — the
state's most valuable asset. Our
schools are today enabling Amer-
ica to achieve great results. —
President Franklin D. Roosevelt.
the Babylonians failed, however, to
develop a real alphabet of single let-
ters.
Interesting methods of instruction
in handwriting were followed In both
Egypt and Babylonia. In Babylonia
"primary" schools often numbered as
many as 60 six-year-old children to
the classroom. They practiced their
writing lessons seated on low stools
holding their damp clay tablets and
grasping their pointed reeds tightly
as they made little wedge-shaped
marks on the wet surface. Perhaps
our idea of blackboards is not so mod-
ern after all, for these children too,
modelled their writing after the en-
larged copy inscribed on a large clay
tablet which was placed on a raised
platform in front of the room. Wise
old sayings comprised the subject
matter of these earliest of "copy
books." The schoolmaster pursued a
definite technique of instruction which
consisted of oral reading of the max-
im, repetition by the pupils, and a
careful explanation by the teacher of
the distinguishing characteristics of
the various signs. This was followed
by close application of the pupils to
their assignment, a difficult task be-
cause the script was small and com-
pact and had to be fitted into a small
area. Historians tell us that on many
of the unearthed tablets spelling and
handwriting were perfect, a testi-
monial to the efficacy of their teach-
ing method.
To the Egyptian schoolboy, learn-
ing to write was also a diflScuIt task.
He was confronted with the necessity
of learning to draw the numerous hier-
oglphs, memorizing them, and know-
ing how to assemble them in various
ways to express meaning. The aver-
age school boy was required to learn
only the chief hieroglyphs and those
chiefly for religious purposes. Boys
destined to become priests were ex-
pected to acquire fluency in the sacred
script. Ordinary school boys were re-
quired to attain skill in the use of
simplified hieratic script in common
use. Writing exercises composed of
sacred passages, words of wisdom,
and magic formulas were first prac-
ticed in vertical lines on whitewashed
boards or limestone slabs before the
boys were permitted the use of the
expensive papyrus paper. The career
of professional scribe was the goal of
most ambitious boys, so that special
training schools existed for that pur-
pose. Often boys were apprenticed to
professional scribes already estab-
lished in practice.
The Egyptians and Babylonians
progressed no farther, however, than
the selection of a certain number of
signs to signify particular sounds or
syllables. A single letter alphabet
was the achievement of the Phoeni-
cians, the so-called "Yankees of the
Mediterranean." They were a prac-
tical people, and their commerce with
other nations entailed a simplified
method of keeping accounts and label-
ling their cargoes, so it was they who
formed an alphabet with the unneces-
sary details omitted and arranged in
the ordinary fashion that we have it
today. With these early business
men, speed and legibility were pri-
mary requisites in writing. Conse-
quently they developed a method of
quick writing which was easily read
and composed entirely of consonants.
They used only the capital form of
the letter, not the capital and small
letters as we do. and adopted the
method of writing in long straight
lines in either the left-right or right-
left sequence as was suited to their
convenience.
It was fortunate that in the west-
ward progress of the Phoenician al-
phabet that the Greeks should be the
first to receive it, for it was they who
The Educator
13
brought it to an almost final perfec-
tion. By adding the necessary vowel
sounds and omitting non-essential
consonants, they fitted it to the pecul-
iar needs of their language. In its
final form the Greek alphabet num-
bered twenty-four letters, and the left
to right sequence of writing was even-
tually adopted by them.
In early Greece primary day schools
flourished and schoolmasters were
numerous. Writing occupied a place
of prominence in the curriculum. Lit-
tle boys practiced their writing exer-
cises seated on stools. The copy was
placed on a "white blackboard" with
dark colored chalk. Writing tools for
beginners consisted of the sharp-point-
ed metal stylus and wax "slates." Mo-
tivation played its part in instruction
because it was only the good writers
who were permitted to write with ink
and reed on the prized papyrus rolls.
From the Greek sprang the Latin
alphabet which was by far the most
important of all alphabets. The dom-
inance of the Latin people led to the
use of their alphabet exclusively in
the Roman Empire and, later, in all
Christendom. It was the Latins who
were the first of all the Italic people
permanently to adopt the left to right
sequence in writing. By 200 B. C,
six hundred years after they had re-
ceived it from the Greeks, the Ro-
mans had their alphabet completely
formed in the capital shapes and
phonetic values which were thencefor-
ward retained. During the early per-
iod of the Empire two types of char-
acters were used, the capital and
cursive. The capitals were square-
shaped and slightly ornamental and
used entirely for inscriptions and writ-
ing of importance much as we employ
the use of capitals today. The curs-
ives comprised the running charac-
ters which were the originals of our
small letters, their chief purpose being
for correspondence or any written
matter requiring speed. From this
cursive hand developed a variety of
handwritings, chief among which was
the "semi-uncial" or sloped and
slightly curved letter form which was
later to evolve into the finest type of
medieval script. It flourished in the
monasteries and because of its clear-
ness and compactness increased in
favor until the temporary period of
decline resulting from the invention of
printing.
Methods of teaching handvn-iting in
Rome were patterned after those of
Greece except that girls shared in the
severe and harsh instruction in the
primary schools as well as the boys.
Wooden tablets coated with wax were
used as an economy measure so that
the writing could be smoothed out and
the tablet repeatedly used. Writing
as a common school subject did not
occupy the prominent place in the
schools of Rome that reading and
arithmetic held.
Writing as a Tool of Expression in
the Middle Ages
Handwriting in the Middle Ages
was a specialistic art for the purpose
of copying and illuminating manu-
scripts. To the monasteries of that
time we are indebted for the perfec-
tion of writing as a fine art. Both
capitals and small letters were used.
The Roman capital letters used by the
monasteries resembled strongly our
capitals, but were vertical in charac-
ter. For writing on parchment or
vellum they chose the "uncial" letters.
These "uncials" were the forerunners
of the simplified "semi-uncial" or
"miniscule" letters used for many cen-
turies in Europe. They had the re-
quisite speed essential to the vast
amount of copying necessitated by the
revival of Greek learning. Thencefor-
ward capital letters were used for
chapter headings and the beginnings
of sentences or paragraphs.
THE CHILD FIRST
America today faces a choice be-
tween the child and the dollar. It
cannot afford not to put the child
first. Any other policy destroys
progress. Only as the schools move
forward today can government, in-
dustry, and the standard of living
move forward tomorrow. — The N.
E. A. Journal.
The events which led to the compi-
lation of the gospels were of great
moment in the writing movement.
They were directly influential in
spreading the use of letters and in
creating schools for the study of
"reading and writing." The Gothic
Bible, one of the most beautiful
existing manuscripts, was a product of
that period. The "black letter" form
of letters variously known as Gothic
or old English and first used by me-
dieval scribes near the end of the
twelfth century, has been attributed
to the ingenuity of the Irish people.
Because it was not easily legible it
gradually fell into disuse.
Education in the Middle Ages was
far from universal. Usually only
children who lived near the monas-
teries attended school. The school
life of the Anglo-Saxon child was
typical of that of later medieval times.
Writing methods were primitive.
Books, hand-written upon parchment,
were rare and costly articles which
children were not permitted to touch.
Words or sentences were therefore
written on the blackboard by the
"master." The children first recited
them aloud and later traced them on
wax tablets after the Roman manner.
The copy, set for boys to imitate in
learning to write in the monastic
scriptorium, was usually the doggerel
line introducing every letter in the al-
phabet. It is not likely that there was
any considerable amount of written
work in the Middle Ages in the nature
of drill exercises. The "Vulgaria"
which was the first book of exercises
to be translated into Latin was print-
ed in England in 1483, but it was prob-
ably for training in speaking rather
than in wTiting Latin.
There were two main branches of
good writing in everyday use, the
"professional expert scripts" and the
fluent "cursives" or running hand. Be-
fore the invention of printing, the
scribes' scripts were brought to the
highest possible perfection. The first
printers strove to reproduce as nearly
as possible the fine handiwork of the
scribes. In Italy they adopted the
style newly introduced by the Human-
ists. Consequently some of the earli-
est books are still artistically the most
beautiful specimens of the printer's
art. Previous to the development of
printing, speed was the predominating
factor in writing due to the need for
copying so many documents.
Later Developments
After the Renaissance, letter writ-
ing, theme writing, and compositions
of orations became a regular part of
the school work, and involved the use
of writing, although Latin speaking
tended to minimize the relative im-
portance of writing. When Latin
speaking was given up in the schools
in the seventeenth century, writing
became far more important as the
basis for school work. After the Ref-
ormation, primary schools increased
and as a result most girls learned to
read and write. Mulcaster, an early
schoolmaster, advocated coeducation,
saying that one ideal of training for
girls was to "write fair and swiftly."
The advancement of writing in the
Renaissance schools was seriously
handicapped because the schoolmas-
ters were often "very indifferent writ-
ers." Up to the end of the first half
of the seventeenth century, grammar
school boys learned to write either by
attending in addition to their regular
school a special writing school kept
by a "scrivener" or arithmetic teacher
or by receiving instruction from a
"peripatetic scrivener" who visited the
school at various intervals during the
year. In the intervening time the
schoolmaster was e.xpected to provide
practice in the mastery of the art.
This was probably an example of
school supervision as it existed in that
period. "The latter method prevailed
chiefly in the country. Girls of well-
to-do families frequently learned writ-
ing from tutors specially qualified in
that subject.
The sixteenth and seventeenth cen-
turies marked the period of great ad-
vance in the art of writing, partic-
ularly in England. School statutes in
many instances made it a required
subject of instruction in the schools.
Schools definitely termed "Writing
Schools" sprang up. Statutes enjoin-
ed the trustees to "teach the scholars
14
The Educator
to write which is observed according-
ly." Probably such writing schools
were the outgrowth of the monastic
schools of the Middle Ages.
Famous schoolmasters, among
whom were Ascham, Mulcaster, and
Coote treated of the subject of hand-
writing instruction in their writings.
Ascham in his "Scholemaster" advo-
cated much more written work in the
schools than he found. His champion-
ing of writing instruction was coupled
with an intense pride in his own cal-
ligraphy. At that time, too, appeared
the first copy books containing direc-
tions in posture and materials for
practice. Brinsley spoke of the diffi-
culties in teaching writing due to the
"often changing of hands" by school-
masters employing different kinds of
writing. He wrote, as well, that
children entering the grammar schools
had had no adequate preliminary
training In writing and reading. Coote
contributed a methods book. "The
English Schoolmaster," in which was
provided a copy of handwriting.
Richard Lloyd in his book dealt di-
rectly with the rules of the art of
writing and the pedagogy of writing
including detailed directions for pos-
ture, the use of copies, and the mak-
ing of the pen. Peter Bales, one of
the earliest and best known writing
specialists of the sixteenth century,
stressed the necessity for speed when
he said "Man should write as fast as
man can speak." Edward Cocker
wrote over twenty books of calligraphy
and he was the first to publish en-
graved copylines. The most compre-
hensive collection of all types of writ-
ing was contributed by George Beck-
ham in the eighteenth century in his
"Universal Penman." The invention
of lithographic printing introduced a
more reliable method of reproducing
good copies of penmanship.
A survey of the school statutes of
this period disclosed many interesting
practices with regard to handwriting
instruction. As early as 1541 in Eng-
land pupil monitors assisted in the
correcting of the writing papers of
their fellows. Writing was often taught
on Saturdays and half -holidays, or at
any time outside of the regular day.
Prizes in money were given and exhib-
its preserved for "posterity." Qualifi-
cations of writing masters consisted of
the ability to write a "fair secretary or
Roman hand" and the ability to im-
part this knowledge to children. Dur-
ing the seventeenth century the gram-
mar schools charged extra fees for the
teaching of writing. Class distinction
prevailed in the better schools where
only the children of the more promi-
nent families were taught to write.
Developments in America
Simultaneously with the forward
movement of education in England,
schools were urged and instituted in
America. The famous Massachusetts
Law decreed the teaching of reading
and writing. Parochial and charity
schools taught writing to both boys
and girls. In many districts the writ-
ing school became a regular institu-
tion. The School of the Three R's was
a later outgrowth of the writing
school. In preparation for college the
child of seven or eight entered the
Latin grammar school to learn read-
ing, writing, and Latin. In the gram-
mar school writing was often taught
in a separate building by a resident
scrivener or by a peripatetic scrivener.
The art of the scrivener was very
elaborate and was characterized by
many flourishes. Teaching was chiefly
by dictation and involved intensive
drill. Due to its difficulty, lack of
practical value, and the expense en-
tailed for materials and special les-
sons, writing was not as important in
the curriculum as reading.
The beginning of the district school
in the nineteenth century marked a
further step in the advance of hand-
writing as a school subject. Materials
were cheaper and easier to obtain.
Sometimes the master "set the copy"
at the top of the paper for the pupils
to practice. Often engraved slips were
used. Caleb Bingham published a set
of engraved lines. Exhibits at the
close of the school term featured copy
pages with "edges beautifully bor-
dered with birds, flowers, and ships."
Ornamental penmanship from the pen o( Mr. C. A. McCluggage, 2309 State St., Quincy, 111.
This period marked the appearance of
the first copy book consisting of over
twenty pages and containing ten or
twelve practice lines below the copy
which extended across the top:
PPPP Prac PP Practice
Practice makes Perfect
From the administrative viewpoint
the Boston school system presented
interesting practices. Children were
required to purchase their pens, paper,
and either printed or engraved copy
slips. A period varying from thirty
minutes to one hour was devoted to
daily drill. Even in that period a
"system of writing" was used and con-
sidered satisfactory.
The years between 1869 and 1930
marked the rise of the various sys-
tems of handwriting, some of which
are still in vogue.
Modern Trends
The history of handwriting from its
inception in primitive times until to-
day indicates that it has served four
chief purposes:
1. To indicate ownership
2. To commemorate deeds and per-
sons
3. To keep records
4. To communicate thoughts to
other persons.
The need today is for a rapid, leg-
ible, and an easily taught cursive sys-
tem. The writing must be such that
the thought expressed may be read
easily and rapidly. The values which
are important in developing a pro-
gram of handwriting which will meet
such needs are:
1. Individual and group instruction
2. A definite technique of study
3. A means for the individual pupil
to progress at his own rate
4. A procedure which provides
growth in the development of
social habits as well as the skill
to write
5. A use of tests as an aid in in-
struction
6. Group progress.
Recapitulation
The important steps in the develop-
ment of handwriting and handwriting
instruction may be summarized as
follows:
1. The beginnings in handwriting
were made in Babylon and Egypt
where the earliest civilizations were
produced.
The Educator
15
2. The Phoenicians simplified the
Egyptian alphabet to meet the needs
of commerce.
3. The Greeks added vowels to the
alphabet of the Phoenicians and
brought it to an almost final perfec-
tion.
4. The Latins seem to have been
the first to adopt the Greek modifica-
tion by which the letters took their
permanent shape from left to right se-
quence.
5. The events which led to the com-
pilation of the Gospels were of the
greatest moment in the history of
writing.
6. Out of the smooth and legible
cursive script of the Romans develop-
ed the style of writing we have today.
7. The qualities of fluent cursive
writing are three:
(a) Legibility
(b) Speed
(c) Beauty
8. Writing in the Middle Ages was a
specialistic art for the purpose of
copying and illuminating manuscripts.
9. The first book of exercises, called
"The Vulgaria" consisting of sen-
tences for translation into Latin and
vice versa, was printed in England in
1483.
10. After the Renaissance letter
writing, theme writing, compositions
of orations became a regular part of
the school work and involved the use
of writing.
11. The first English teacher to
treat educationally of writing was
Mulcaster.
12. One hindrance to the advance of
writing in the Renaissance Schools
was the fact that the schoolmasters
themselves were often very indifferent
writers.
13. Brinsley (1612) gave a full ac-
count of the practice of "writing
teaching" in the schools.
14. The establishment of Charity
Schools at the beginning of the eight-
eenth century led to the establishment
of handwriting as a permanent sub-
ject in the curriculum.
15. The invention of lithographic
printing introduced a more certain
and exact method for reproducing
good copies of penmanship.
16. The copy book made its first ap-
pearance during the great educational
awakening in America, 1838-1861.
17. Horace Mann said, "Handwrit-
ing is one of the most important aids
in the acquisition of all parts of writ-
ten language work."
18. The need today is for a rapid,
legible, and an easily taught cursive
system. We need to write so that our
thoughts may be read easily and
readily.
Man has always experienced the
urge to express himself in writing.
The adaptability of this tool of ex-
pression to his need and purpose is
the theme which is interwoven in the
history and development of writing.
Perhaps this need is the vital factor
which will determine the future course
of handwriting as a school subject.
ABC OF EUERVOAY PENWORK
Worth far more than the Price 50c to anv Penman
to see what brought in the $$ Dollars. Sample
Pages for Stamp.
D. L. STODDARD
R. R. 4, Box 141, Indianapolis, Ind.
Handwriting Merit Seals
These seals are designed
to be used as informal
awards to be pasted on
papers in handwriting or
other subjects. They are
printed in two colors on
gummed stock, and are
die-cut. All are about
the size of the sample
shown. Some are sea-
sonal in appeal (pumpkin.
Santa Claus. Valentine
Heart, Washington, etc. )
while others may be used
equally well at any time
throughout the year. Send
10 cents for a complete
assortment of 12 seals, or
60 cents for a gross as-
XI Q sortment. Address
THE A. N. PALMER COMPANY
S5 Fifth Avenue, Dept. E.NewYork. N.Y.
THE cottect POINT FOR
EVERY NEED
all
pen point should be as
jr handwriting. Gillott's
f designed to fit every w
STEEL PENS
inctly your own as
Steel Pens are especi-
riting need . . . indi'
handwriting. On sale at all
nd 10c for sample assortment
leading
of 8 school pens.
ALFRED FIELD & CO., INC.
93 Chambers Street New York, N. Y.
oi(^2<1j A=^^^»-t:<^
Rosamond DuBoi
We
s a student of J. M. Tice, in the State Teachers College, Whitewater, Wis., where she is preparing ;
hundreds of specimens from Mr. Tice's students which show dash and grace, such as the work al
16
The Educator
Some noted authority has said that
TECHNICAL TRAINING counts for
10 per cent and PERSONAL QUALI-
TIES for 90 per cent, when it comes
to making a success in life.
Assuming this to be correct, and
that you are giving the necessary
time to your course of training, is it
not well for us to give more thought
and study to the development of the
necessary PERSONAL QUALITIES?
First, let us take PERSONAL AP-
PEARANCE: That's the first thing
that an employer or the public sees
and is influenced — FAVORABLY or
UNFAVORABLY — by. If our appear-
ance is one of neatness, from a clothes
standpoint; if we radiate cheerful-
ness and happiness; if our appearance
and manners are such as to win con-
fidence and make people like us and
want to do business with us, that, of
course, is going to have a great deal
to do — more than anything else, in
fact — with our making a success.
Then, we must not overlook energy
or industry and initiative. People like
to have people around them who are
quick to think and move and who do
not tire out easily; people who seem-
ingly enjoy their work and who do
not mind how much they do or how
long the hours; they also like to have
people arovmd them who can see and
find things to do, without having to be
told; people who can manage to keep
themselves busy when the employer,
or his immediate superior, has other
things that require his attention.
Then there is CHARACTER, which,
perhaps, should be listed as the FIRST
requirement of success, for, without
character, there can be no genuine,
lasting success. Character inspires
confidence, which causes people to
trust us and come to depend on us.
To say that one is of good character,
means that he is honest, trustworthy.
and dependable — something absolutely
required, if one is to advance very far
in the business world.
Loyalty, like some of the other per-
sonal qualities required, should, per-
haps, come under the heading of char-
acter; still it is one of the personal
qualities that should be emphasized.
Every business establishment and
institution is looking for employees
who can be depended upon to be 100
per cent loyal — young men and women
who would never hesitate to boost or
defend the establishment or institution
when the occasion presented itself.
One's attitude and the ability to ad-
just himself have a great deal to do
with his success in life. A person
must be agreeable and must have a
cheerful, optimistic outlook. He must
also have the ability to get along with
other people — must use tact and di-
plomacy and avoid friction.
AMBITION is another very impor-
tant personal quality when it comes
to achieving success. As I have often
said, it is the DRIVING force in one's
life. It is the thing that makes us
feel that we must keep on keeping on;
that there are no such words as
"can't," "cannot," or "impossible."
Really, if we have ENOUGH AMBI-
TION, we can do almost ANYTHING
we set our hearts on doing!
IMAGINATION is another quality
that is very essential, if we are to
succeed in life, for unless we are able
to visualize things, to see ourselves
succeeding in a big way during the
years to come, we can hardly hope for
more than mediocre success. Some-
one said years ago, during the days of
the Model "T" Ford and the expensive,
luxurious Cadillac, "If you want to
ride in a FORD car, THINK Ford; if
you want to ride in a CADILLAC,
THINK Cadillac!"
To develop the afore-mentioned
qualities, one only has to do a little
ORDINARY thinking as he goes along
— just keep these fundamentals, or
principles, IN MIND. If one will DO
that, and he is PERSISTENT enough,
and has ENOUGH AMBITION, he
can create a demand for his services —
make people WANT to hire him — go
far in the world!
SAMUEL J. MARGOLIS
Engrosser and Penman
395 East 167th Street, Bronx, N. Y.
Te.
pri
low
sty
tinion.als. Resolutions, Chattels. Card Writ.
and also Diplomas engrossed at reasonable
es. Contracts also taken tor engrossing at
rates. Envelopes addressed in ornamental
Z COLOR, LETTERHEAD
Including Pen Drawing and Two Plates
Ready to Print *8.°° Cash With Order
Sen3iZ?° Deposit and Data For Color Skefch
'TifKe/orPrices on Art and OtherEngraving Work
Claude jD.Scribner.
P.O. BOX 877- SPRINGFIELD. MASS.
orde
'-Aii»//mi rJ "a//>& Q^//rf/
Save Money
Book Form Diplomas
:tractive designs lithographed to your
heavy Parchment for 5c each in quan-
Paper Covers. 6c each, and up.
Nearleather Covers. 12c each, and up.
Genuine Leather Covers. 24c each, and up.
Send for free "Business School Catalog." It
will aid you in judging Diploma and Covet
values, also how to get the most for your ap-
propriation.
Martin Diploma Company
87 Summer Street, Boston. Mass.
^/SS'CP-^-!^
2--^
7
\::z^4<-7:>€y---c^<>^ Y--'
By F. B. Courtney, Det;
/r
l^^^c-c^
)
)
c
This beautiful page of signatures is the work of L. Madarasz. The cut was loaned to us by our good friend. C. W. Jones, Brockton Business Co
Brockton, Mass.
18
The Educator
Ornamental Penmanship
Script by the late A. M. Wonnell
^^^i^^-'li^zy'^:^::^-^^^'^'^^^'^ /^ac^
Ornamental penmanship helps one in acquiring skill in business writing:. It lightens the touch, gives one
more freedom and force, and refines the shape of the letters. Every teacher can profitably devote some of his
spare time to the practice of ornamental penmanship.
Ornamental penmanship is appreciated by the average person. Students delight in seeing fine ornamental
penmanship. It, therefore, creates confidence in the minds of pupils when the teacher is able to write a skillful
ornamental hand. It is a fine art and should not be confused with a plain style of business writing for business
purposes. It is a help in mastering business writing rather than a final style for business purposes. Ornamental
penmanship can be used to advantage in social correspondence. Those of you who like individuality certainly can
get plenty of individuality into your writing by studying ornamental penmanship. If you desire to get a little
satisfaction and pleasure out of life other than dollars and cents alone, get out your oblique and work on these
lessons.
Practice each letter separately, especially those letters with which you have trouble. Study the location of
the shades. Swing into the shades with a free movement in order to get clear cut lines.
A nice shade is one which bulges with considerable snap. The shade is made by increasing the thickness
quickly and diminishing quickly. Begin and end every shade with a hair line. Have the shades at the bottom
of capitals N, H, etc., swing into a hair line. It is beauty and grace we are after in ornamental penmanship;
therefore, look well to your pens and ink. Change your pen often or whenever needed. If your ink becomes too
thick, thin it with water.
In ornamental penmanship one is allowed to write slower than in business writing and the pen may be raised
more frequently. The shades, too. afford one some rest. At least it seems that the shading on the small letters
makes writing easier rather than more difficult.
Let us see your best efforts on the above copy. If you will send postage, a few free criticisms will be given
you. Let us see what you can do.
i
The Educator
19
A Penmanship Quiz
By W. A. Larimer, Instr., North Texas State Teachers College, Denton, Tex.
1. Bending the first joint of the
first finger in-
dicates excessive pressure on the pen-
holder.
2. Figures and ex-
tend below the line of writing.
3. The upper-loop letters ,
18. Small contains the longest
straight line in the small letter group.
19. Capitals
., and
extend 3 spaces above the
4. Figures 3 and compare
closely in the size and form of their
lower parts.
5. Capital Q is an enlarged form of
figure
6. The capitals ,
, _ , and
should not be connected to
following small letters.
7. Small u has stops in it.
8. Small , , and
end alike with a "sore thumb".
9. Commendation of good work
the best
students.
10
and
are two
essentials in good writing practice.
11. The spacing of the letters in a
word should be
12. The main slant of writing is de-
termined by the direction of
' lines.
13. The pen should be so held that
it points to the of the
elbow.
14. A teacher of handwriting needs
to be a good writer on the
15. Correct writing posture is
to the
16. The
is used frequently by the good teacher
of writing for illustration purposes.
17. The value of good writing is
much -rated in our
schools.
have the same type of base
formation.
20. Small and t are the
same height above the line of writ-
ing.
21. The last part of capital W is the
same general form as final
22. The members of the "a" family
are , , , ,
and
23. Numerical count refers to the
number of distinct
used in making the letter.
24. Instruction to the class should
be by in-
dividual instruction and personal crit-
icism.
25. The removal of the upper stem
of small d leaves small
INSTRUCTION: Do, in each case,
exactly what the question or state-
ment calls for.
1. Write the word "Blackstone" and
show how you would test it for slant
2. Make oval drill to use in develop-
ing capitals E and C. Show direction
by using arrow and name the oval.
3. The letters made one space high
(one-fourth the height between lines)
are:
4. Make "figure 8" drill and five let-
ters that make use of this movement.
5. The numerical count for the fol-
lowing form is: (Place figure on
blank. )
E , B , M , f ,
4 , G , a , Y ,
L , q
6. Write the word "Pittsfield" and
show how you would measure it for
correctness of heights of letters.
7. Make and name the oval drill to
be used in developing capitals N, Q,
8. Write the letters, capital and
small, that are made three spaces
above and two spaces below the base
line. (Total length.)
9. Write five words that may be
used in developing form and use of
small "g".
10. Write five letters that may be
found in part, at least, in small "j".
(See how many of these questions
your class can answer.)
COMBINATIONS "!, pr.ib"r%SuSs''SS:
m« most practical method. Simplv enclose dollar
bill with your name and we're oft to the races.
Satisfaction or money back.
C. O. ELLEFSON
P. 0. Box 10-28 Proctor. Minn.
Home Study
Train for business leadership in your own home.
Courses in Accounting. Secretarial Science, and
Commerce. 30th year. Member National Home
Study Council. Placement service with superior
employment opportunities in the great Mid-
continent oil belt. Write for FREE bulletin.
Department E.
HILL'S BUSINESS UNIVERSITY
Oldahoma City, Okla.
The BEST MAGAZINE For
Lovers o f
Body Beautiful : Photos, Pen,
Pencil. Brusli drawings. Arti-
cles, Criticisms, Lessons in Car-
toaning. Lettering, Nature, Ani-
mal, Figure drawing. Chalk-
talking, Retouching, Posters,
p:tc Can't be described so to
I INTRODUCE the flnest Art
published we are offering 6 BIG BACK
large Cartoon Book, and 3 Books about
Maca
ISSUES.
Artists; 47S pages, over 50 Rotogravures of Hu
Figures, Etc., large enough for framing and hundreds
of smaller prints, ALL FOR ONLY $1 prepaid. Art
never grows old, these mags more valuable than when
published. See them and you'll want more (64 all
different $4 Exp.) hence this less than % price offer.
Student writes "To me your magazine is a gold mine
of unfathomable riches". Interesting, Instructive.
Helpful. None free — but you can't lose.— O.K. or Re-
fund! Don't wait, supply limited. Sfn<i wilh $r NOW:
LOCKWOOD STUDIO. Dept. 72. Kalamazoo, Mich.
20
The Educator
A beautiful flourish by M. A. Albin, principal in the Pacific Business College, Portland, Oregon. The
"The Early Bird Catches the Worm".
itle of this drawing
A FRIEND OF THE BUS
Johnnie Brown was kept after
school to write his misspelled words
fifty times. The artist, David J.
Person, Carthage, N. D., made the
above sketch of him after Johnnie dis-
covered that the schoolbus had gone
and his teacher had to haul him seven
miles in her machine to his home. Let
there be more buses.
MEADOWS ELECTED DEPART-
MENT HEAD OF NATIONAL
BODY
George A. Meadows, president of
Meadows-Draughon College, and reg-
ular contributor to the Educator, has
returned from Cleveland, Ohio, where
he attended the National Association
of Accredited Commercial Schools
and the National Commercial Teach-
ers' Federation. Approximately 1,000
persons, from all sections of the coun-
try, attended the two conventions.
Mr. Meadows had the honor of be-
ing elected president of the private
schools department of the National
Commercial Teachers' Federation.
At a recent meeting in Dallas, Mr.
Meadows was elected regional secre-
tary of the National Association of
Accredited Commercial schools. This
association carries appro.ximately 250
of the leading private commercial
schools of the United States on its
membership rolls.
Mr. Meadows was accompanied to
Cleveland by Mrs. Meadows. They
visited leading commercial schools in
Chicago as well as in Cleveland and
other cities. — Shreveport Journal,
X^f^^'^&TA ^y^/'i^y
ir/ S)/^ .^Z^^^^^
0. lb. &?irf^^^j^
The Educator
21
This beautiful alphabet was made by E. H. McGhec, the et^rosser of Trenton, N. J., whose lessons and
specimens have appeared in our columns.
These signatures were written by M. Otero Colmcnero, the skillful penman of San Juan, P. R.
22
The Educator
Lessons in Card Carving
By J. D. Carter, Deerfield, III.
Lesson No. 5
In Lesson No. 5 I have attempted
to show one of many ways to use card
carving on any occasion in decorating
cards that have been printed on press
by using decorative type.
I am hoping a number of you have
followed the work in card carving so
you can use the above method in mak-
ing interesting things that will ap-
peal to your friends and all that may
see your work.
If you should want a printing cut
made special for printing I ani sure
the Zaner-Bloser Company can do it
to your complete satisfaction.
The carving in this lesson can be
done with knife, pen, or a safety razor
blade in a special holder. The cutting
of the rose can be more easily made
with the back end of a pen ground
special for that kind of work.
I am interested to know that each
of you have made progress in your
work and shall be glad to exchange
a specimen of card carving with the
readers of The Educator that enjoy
doing any kind of card carving.
You send me some of your best
work for exchange on card and I will
attempt to send in return something
as good from work of my own choos-
ing.
What have you ? May I be favored
with a pleasant exchange?
Criticism on your lesson and return
of same if return postage is enclosed.
The McGhee Studio
Makers and Designers of
FINE DIPLOMAS
Estimates furnished
143 East State Street
Trenton, N. J.
BooHei
She.
Fori
Dc;
-.^rtistii
i— Leather and Imita
Specialty. Send for
Diploma Filling a
pies and Quotatit
Best Quality — Lowest Cost
HOWARD & BROWN
ROCKLAND MAINE
f-R^FlbAY
GREETINGS
%,- Y%
42,000 BOVS IN THE CCC CAMPS
ABE TAUGHT TO READ AND
WRITE
It is reported that the above num-
ber of young men have been taught
the art of reading and writing. It is
difficult for one to realize there are so
many illiterate young men in the
United States. However, when you
stop to consider the number of let-
ters which the average office receives
from business men whose signatures
are illegible we are not surprised at
the large number of young men not
being able to write. When we receive
an illegible signature to an order it is
naturally provoking, for ordinarily
poor signatures are an Indication of
lack of care rather than a lack of
ability.
A. J. Williard, the penman, is now
employed in the Pennsylvania State
Department at Harrisburg, Pa. Mr.
Williard is doing unusual skillful pen
work. His pen flourishes are especially
attractive.
THANKS
An attractive ornamental letter
containing a much appreciated list of
subscriptions is hereby acknowledged
from J. W. Hepburn of the Hepburn
Business College, Calgary, Alta., Can-
ada.
IDENTIFIED
Louis Teller, 948 N. Plankinton
Ave., Milwaukee, Wis., writes very
beautiful engrossers' script. The Edu-
cator is always anxious to see skillful
work from anyone.
He: "That driver ahead must be
Harold, the boy who failed to pass the
finals."
She: "Why?"
He: "He seems to be as careless
with his driving as he is with his
handwriting."
INTRODUCING PRINTING
In the first and second grades of
the Chicago Public Schools printing
is to be taught in place of cursive
writing. Many school officials will
watch the results of this change with
much interest.
EDWARD C. MILLS
Sc
ript Specialists for Engraving Purposes
p. o
Drawer 982
Rochester, N.
Y.
The
finest script obtain
ble for model il
us-
tralio
s for bookkeeping t
exts, business for
tns;
works
on correspondence.
arithmetic, and
for
reader
s. spellers, etc. By
appointment only.
The Educator
23
'VMM ,^ vx ^
y
:'Cy{^^^T^V':
s ^ ;
OCi
UJi
^l>icm\o it Oj oM lino 15
o'o all to Avhoiit H-^Ci^c ^'rci^cut^^ xnav coiite
\.\\\ ovpVc5>*ton of n->o hii\h pofKoital 05tccnt
an^ fratcxnal roo^cu•^ \u >vh{ch
IS l^ol^ by oitr ittoinbori^-, t.ttt^ tti i-occuxu itt'oit of tlic
A-'i.tUiablc coittrtbution l^o, li».tj> rcxt^crc^^ to ti-)c 'c^atcr-
\\\s\ profo55ioit In' croittiit^^ i^iich Intxb i^cal:? \\\ ciiistitc.
>vc liitvc ott xWxs t\vcnt>-' - t^•>tl•^ ^av of c/iu^iii^t: C'^/.'V.
1933. lutantiitoiiijlv clectc^ biiti ait
iHtnurary ItUnnlun*
On llUtnCSit !iH]rrinif. We hirv.^ horcunro >-ct
oitr l■)alt^.:> alt^ cani^c^ tl'jo. 5cal of o'hc o'lttcx-itattoital
^tc■^val•^i; aitJv Catcrovif' o,^ii^5o cut tt on to bo a^ftvc^.
• >V^//////^,//</ / - // rr/
A very fine niece of engrossing by C. L. Cook, of the Harris Studio. Chicago, Illinois. Each piece of work we receive from Mr. Cook seems to
be a little better than the preceding ones. The lettering and the dainty ornament in this piece are particularly fine. Also notice the strong script.
We congratulate Mr. Cook upon his fine work.
24
The Educator
A pen drawing by the late P. W. Costcllo. While his business was engrossing, he delighted in making pen drawings and
acquired a high dest«e of skill in portrait work.
The Educator
25
ti^e'-t-'i^'^-'i,^
Ay//^ 'f}<:-S'^7
Written by H. Moriyoshi, No. 24, Showamachi, Siimiyoshiku, Osaka, Japan.
ENGROSSER WANTED
Young man who is (lualified to en-
gross diplomas, who is dependable
and trustworthy, also ambitious of
advancing in the art of engrossing.
Write at once to Box 651.
CO THE EDUCATOR
Columbus, Ohio
NEW PENMANSHIP TEACHER
The West Virginia Business Col-
lege recently employed Kathryn Payne
to take charge of their penmanship
work. Miss Payne is a former stu-
dent of Miss Alma Shackleford and
Kelvin McCray, both Zanerians. Miss
Payne is a college graduate and is
trained in business college work.
Mr. Fong Dong Chu, Box 25, Kapaa,
Kauai, T. H., states that he did quite
a good business around Christmas, do-
ing pen work. He sold over 120
handmade Christmas Cards, a sample
of which he sent us. It is composed
of ornamental penmanship, lettering,
knifemanship, pen drawing and color
work. All in all it is very pleasing,
delicate workmanship.
Mr. J. G. Wootton is teaching in the
Draughon's Business College, Winston-
Salem, N. C. Mr. Wootton is an ex-
pert penman.
ALBERT
Teachers' Agency
25 E. Jackson Blvd.,
Chicago, III.
T. M. TEVIS
Bo-t 25-C. Chillicothc. Mo
Established 1885. Teachers of Commerce — Book-
keeping, Shorthand, Typewriting, etc. in heavy de-
mand in 1936. Anticipate more calls in 1937.
Supply exhausted. Folder free. N. A. T. A.
'"Correspondent"
Spokane, Wash.
Agei
53o-.5th Ave.. N. Y., Hyde BIdg.
Our
Field
ROCKY MT. TEACHERS' AGENCY
4)0 U S. NATL. BANK BLDG.
United
States
Largest Teachers' Agency in the West
Photo copies made from original, 25 for $1.50. Copyright Booklet,
"How to Apply and Secure Promotion, with Laws of Certification of
\Vestern States, etc., etc.," free to members, 50c to non-members.
E\ery teacher needs it. Established 1906.
BUSINESS PENMANSHIP
A Ixiok containing a complete course of T.i large lessons in business writing,
a large number of movement drills, lessons in small letters and words, les-
sons in capitals and words, lessons in sentences and general information.
Seventy Lessons in Business Writing 30
Five flourished birds and a swan 20
Bounding deer, lake and grass 30
Lion, rock and landscape 20
Total value .$1.00
All the above sent for 30
C. W. JONES, 224 Main St., Brockton, Mass.
^..~=>i-i ini .-. I,. -I I- i-i i-i i_i 1,1 ,_i i_i _i i_i i_i i_i i_i ,,i _i _i _| |_| |_| |„ |_| ^
Thirty Years of Distinctive Service to Teacher and Employer
Our specialty is placing commercial teachers. Our candidates have
been sent to every state and several foreign countries. Let us help you.
Continental Teachers^ Agency, Bowling Green, Ky.
-. — -— ^_ _____ — — .___-,«_-.^«^_,=._.=.4.
GOOD TEACHERS IN DEM.\ND. Write for Information.
26
The Educator
Lessons in Modern Engrosser's Script
Prepared in the office of The Educator
..t^i^rj;^^^^
The loops should be three spaces high and of uniform size. The tops are rounding and full. Study the
straightness of the backs. There are many details to master in this lesson. You can not make good letter forms
unless you have a good mental picture of them. Study first, then practice much.
THE EASTERN COMMERCIAL
TEACHERS ASSOCIATION AND
THE BUSINESS EDUCATION
COUNCIL
Coincident with the significant
changes of the past twenty years in
our political, social, and economic life,
commercial education made phenome-
nal strides in our public and private
schools. With the changing condi-
tions of this period, new problems pre-
sented themselves to commercial edu-
cators. None proved more challeng-
ing than the preparation of commer-
cial students for gainful occupations,
properly trained to meet the demands
made by employers.
Two years ago a movement was in-
itiated to seek a satisfactory solution
of this problem. As the first step, the
Business Education Council was or-
ganized under the sponsorship of the
Eastern Commercial Teachers Asso-
ciation and the National Office Man-
agers Association. Two of the out-
standing aims of this Council are the
standardization of vocational object-
ives in commercial education and the
construction of standard tests for
business employment.
Frequent conferences have been
held by the Council and sub-commit-
tees have been diligently making a
thorough study of every phase of the
problem. Their investigations and ef-
forts have resulted in the formula-
tion and administration of tests in the
following subjects : Stenography,
Typewriting, Bookkeeping, Machine
Calculation, Filing, General Informa-
tion, and Fundamental Operations. In
form, scope, content, and administra-
tion, these tests differ considerably
from the traditional academic type
of testing in these subjects. In addi-
tion, a personality rating chart has
been devised.
A detailed report of the accomplish-
ments of the Business Education
Council will be made and plans for the
future outlined at the annual conven-
tion of the Eastern Commercial
Teachers Association which will be
held on March 24, 25, 26 and 27 at the
Hotel Statler, Boston, Massachusetts^
The Educator
27
DESIGNING AND !
ENGROSSING |
By E. L. BROWN
Rockland, Maine
Pen Drawing Cover
Simple desigris are often more ef-
fective thian elaborate ones, likewise
short speeches often make more last-
ing impressions than great orations.
Therefore, your constant aim should
be in the direction of simplicity. How-
ever, good judgment must ever be a
leading factor whether your work is
elaborate or simple in design.
Lay off your drawing about one-
third larger than the copy, or make
a rough sketch same size of design on
cover. It is always better to make
small sketches giving special atten-
tion to form, arrangement and bal-
ance in the design, then enlarge them
to the desired dimensions. Pen draw-
ings are usually made larger than the
required cut (one-third to one-half
larger) but this is not always neces-
sary. This design represents a North-
ern winter effect, and would make a
nice Christmas or New Year's card if
reduced in size.
The old home nestled in the moun-
tains surrounded by snow-covered
spruces, and the smoke curling up-
ward from the chimney give impres-
sions of a calm. Northern winter even-
ing. One can easily surmise that a
delicious supper is awaiting the man
of the house who is wending his way
through deep snow, soon to enjoy the
comfort and happiness of the family
fireside. Modern inventions have
changed much of the charm and char-
acter of the olden times, when women
wove their cloth; ox-teams plowed the
fields, and men hunted the woods for
fresh meat.
Pen technique is a fascinating
study. The pen work of Franklin
Booth is charming in finish and effect,
and his illustrations which appear
from time to time in the magazines
are worthy of careful study.
Make a pencil drawing suggesting
color tones before doing the pen work.
The form and spacing of the lettering
is most important, while the balance
and proportions of the other parts of
the design must be carefully observed.
Two pens, one fine and the other
coarser, Zanerian ink will be needed.
Bristol board or heavy drawing paper
with a smooth surface is recommend-
ed for pen drawing for reproduction.
Study color values and note the dis-
tribution of the lights and darks, and
aim for harmony between the light,
half tones and darkest areas. Add
dark areas first, following with half
tones leaving the white paper for
strongest lights. The background
should be uniform in tint and consist
of short, broken parallel lines. The
white flecks indicate snow although
the moon is smiling quite brilliantly
behind the stately spruces. Oh, yes,
we've seen it snow when the moon was
shining, we've also seen it rain when
the sun was smiling upon us. Use the
coarse pen for dark parts of spruces,
and the fine pen for Snow or trees,
mountain and foreground. The letters
in words "The Educator" should be
outlined on right by a heavy line; the
curves were made free hand, the
straight lines were ruled.
The best work sent in last month
was that of Otis Sked, Jr. of Wilkes-
Barre, Pennsylvania.
We are waiting for an opportunity
to help you in the way of criticism
and suggestions. It's up to you.
Mr. Rafael Angel Maldonado, P. O.
Box 1333, San Juan, Puerto Rico, is
a skillful ornamental penman. Of the
Educator he states, "The Educator
helps me a lot because of the inspir-
ing work of the great masters. We
young people really appreciate your
efforts."
B. G. Johnson of College Place.
Washington, is still writing a very
beautiful ornamental hand as shown
by the cards received from him. As
part of his duty in the Walla Walla
Business College he teaches penman-
ship.
:al.20c do!,, in scnpc. 25c. Uathtr, silk.
Resolutions. S5,00. including nam.
nd paper. $6.00-
This beautiful page of lettering and drawing is a product of M. Shinada, \'okomachi-Nii
Niigata-ken, Japan.
28
The Educator
PENNSYLVANIA STATE
TEACHERS ASSOCIATION
Penmanship Section
Officers for 1937
President — E. B. Cline, Danville, Pa.
Vice President — Mrs. Lillian Hor-
ton, Reading. Pa.
Secretary — Guy T. Johns, Greens-
burg, Pa.
Tamblyn Studio Changes Ownership
Dear Lord, in the battle that goes
on through life.
I ask but a field that is fair.
A chance that is equal with all in
the strife
A courage to strive and to dare;
And if I should win, let it be by
the code,
With my faith and my honor held
high;
And if I should lose let me stand
by the road.
And cheer as winners go by.
C. W. JONES
You have been enjoying the master-
ful pages of pen work furnished The
Educator each month by C. W. Jones,
Brockton Business College, Brockton.
Mass. Few of you, however, realize
just how much Mr. Jones has been do-
ing for you. He has gone to a great
deal of expense in having these plates
engraved and he is also offering our
readers some unheard of offers in the
way of books. Having published books
for years we know it costs a great
deal to have penmanship books pub-
lished. If you are interested in fine
penmanship books you will never re-
gret having some of his books in your
library.
Mr. Ira Short, 503 Marshall Ave.,
St. Paul, Minn, has made decided
progress in his Ornamental Penman-
ship. His work is full of snap and
skill.
Some very skillfully executed orna-
mental cards are hereby acknowledged
from E. Benguria, Manrique No. 2,
Apt. No. 7, Habana, Cuba.
About the first of September
Stephen A. Ziller purchased the F. W.
Tamblyn Studio, Kansas City, Mo. Mr.
Ziller is a young man of excellent
qualities, with a very promising pen-
manship future.
We first met Mr. Ziller in 1930 when
he came to Columbus to specialize in
penmanship and engrossing. The qual-
ity of his pen work and his progress
were remarkable. He is e.xceedingly
painstaking and accurate and has a
good foundation from the standpoint
of business training.
In taking over his new duties he as-
sumes responsibilities which naturally
would tax the ability of an older man,
but knowing him as we do we have
confidence in his ability and predict
Stephen A. Zillei
that he will become a very prominent
figure in the penmanship world.
Roger Ellzey, who was employed by
the studio, has been retained by Mr.
Ziller. Mr. Ellzey is also a young man
of unusual ability in penmanship and
engrossing. He. too, came to Colum-
bus where he studied pen work. The
progress of Mr. Ellzey, like that of
Mr. Ziller, was unusually rapid. These
two young men make an excellent
team and their work which appears on
the opposite page bears out our pre-
diction that these young men have a
very bright future.
We are proud of these boys and are
delighted to see them safely embarked
in the penmanship business.
Love birtls by that talented penman, A. J. Williard, Harrisburg, Pa.
29
llniiiit^iSpfeMlitap Prdim^inercdfe Sdmiptiimfe Ifaptiuarum
a Tctt-o llolasco ctjjacobo r.'DcbeLlatorc^Hvasoniae ^^e^e,
apvid Civitatcna U^arcK^^^onac In^tituti.-^H.Xt MCCXVIII
Titulo
<yy//y /yy///////.//wr/^x/;^///>/y///,y. y//uYyJ y////Yyrry,r/yWj yry/z^/ym
a>r/y/y// /y:J///^?/y/^m///^/j. '
^y//yr/// ^.r,' /rr///'uJ ,////, ry/?u, //yy///, //</y/yj/^yvV
S^(f' '- ^^^^^^' ..^^^yyjy/yyr MCMXXV y/ yy/Y^rr/Z/yrJ
,/7//r/y///y//y DCCXXVIII
^y///r/// /-.r> ' /yy/f/v/J > ///,
3)c llhimiato 6\"" llhi^ni llh^htii Crc
nia^mig CiinaVdi
/!hi^niu~ lU.h\u^tcv uViu'i-.i/i
'%. Fbl.
Vox
This beautiful page of engrossing was done by Stephen A. Ziller and Roger Ellrey, of the Tamblyn Studio, Kansas City, Mo.
30
The Educator
These inimitable signatu
prepared by Rene Guillard, Box 234, Evanston, III.
A simple effective flourish from the pen of H. S. Blanchard. The original
loaned to us by Rosario Babin, Berlin, N. H.
The Educator
31
Arnold's Japan Ink
We are headquarters for Arnold's Japan Ink,
carrying a larger stock than any other dealer in
this country. When used according to the instruc-
tions which we send with e%'ery bottle, telling how
to get the best effects, the ink is without doubt one
of the very finest to be had for executing fine pen-
manship, such as letter writing, card writing, flour-
ishing, etc. Practically all professional penmen use
this ink.
1 bottle, 4 oz., postpaid $ .50
1 pint $ .75 plus postage
1 quart 1.15 plus postage
ARNOLD'S WRITING FLUID
1 Pint (Pints only); plus postage $ .75
ZANERI.\N WHITE INK
One bottle, postpaid 30c
One dozen bottles $3.30, postpaid
ZANERIAN
GOLD BRONZE POWDER
I oz. package, postpaid, 25c.
ZANERIAN GOLD INK
1 bottle 25c
1 dozen bottles, by express $2.00
The Zaner-Bloser Co.
612 N. Park St.,
Columbus, Ohio
RIGHT
DOWNTOWN
Whether you're in St. Louii
on business or for pleasure,
the De Soto's downtown lo-
cation will save you steps,
time and inconvenience.
CHOICE OF DINING ROOMS
The modernly decorated Oe Soto Grill and the spacious
Cafeteria cater to lovers of fine food. Choice wines and
liquors served in the Taproom.
O. P. GREATHOUSE MANAGE!?
ST. LOLIS
Fascinating Pen Flourishing
Containing a Complete Course and a Collection
of Masterpieces Produced by Leading Penmen
Fascinating
THE ZANER BLOSER COMPA^^
Price, $1.00, Postpaid
The most pretentious work ever published which is de-
voted exclusively to the beautiful fascinating art of flourishing.
It starts at the beginning showing the student how to
make the simplest strokes and exercises and fimshes with a
great variety of designs displaying the highest degree of skill
attained in this art.
Work representing the highest skill of the following pen-
men of national fame appears in this book: C. P. Zaner, E.
L. Brown, C. C. Canan, H. B. Lehman, W. E. Dennis, H. S.
Blanchard, H. W. Flickinger, L. M. Kelchner, E. L. Click, H.
L. Darner, L. Madarasz, R. S. Collins, H. P. Behrensmeyer, M.
B. Moore, L. Faretra, Lj'man P. Spencer, E. A. Lupfer, F. B.
Courtnev, Fielding Schofield, G. A. Gaskell, Clinton Skillman,
A. \\. Dakin, J. A. Wesco.
Size 8l^ X II in. J 80 pages beautifully bound.
The Zaner-Bloser Company
612 NORTH PARK STREET
COLUMBUS, OHIO
Vol. 42
MARCH, 1937
inthly except July and August at 612 N. Part St., Columbus. O., by the Zancr-Bloser Company. Entered
nber 21. 1931. at the post office at Columbus, O.. under Act of March 3. 1879. Subscription $1.25 a year.
The Educator
Summer School
You can attend the Zanerian any time dur-
ing the summer and take special work in
Methods of Te.-icliing
Supervision
Blackboard Writing-
Business Penmanship
Professional Penmanship
Ornamental Penmanship
Engrossers' Script
Text or Diploma Lettering-
Engrossing
Illuminating
Commercial I^ettering
Come and spend a profitable summer and
prepare for something better.
Whether you are a student, teacher or pro-
fessional you are urged to come to The Zan-
erian -where you can improve your penman-
ship, your teaching, and your earning
ability.
The Zanerian has trained thousands and has
helped them to secure good positions.
Prepare for the future.
The Zanerian College
of Penmanship
612 N. Park St. Columbus, Ohio
Printing....
OUR SERVICE
^.^ Catalogs
I C Price Lists
I ^^ Color Work
I ^-^ Publications
House Organs
Mailing Pieces
Stationery
Loose Leaf Record Sheets
Factory and Office Forms
Special Blank Book Manufacturing
Pen Ruled Forms — They save the eyes
May We Serve You?
wyvT K I isr s
PRINTING ifTk COMPANY
240 NORTH FOURTH STREET
i^
THE ZANERIAN FINE WRITER
For card writing, roundhand or engrossing script, for
flourishing, for artistic page writing, or for executing
any of the shaded ornamental styles of writing, this
pen has never yet lieen equaled.
Three gross or more $1.60 net, postpaid
One gross $1.90
One-fourth gross 50
One dozen 20
The Zaner-Bloser Company
612 N. Park St. Columbus, Ohio
The Educator-
School Activities
The National Extra Curricular Magazine
Our Best Testimonial and Proof
of unusual Reader Interest —
.... the number of School
Activities readers has in-
creased 400% during the
depression!
Many of our readers tell us that their copies of School
Activities are in constant demand not only in their
schools but at church and other community functions.
Subscription Rate — $2.00 per year
The School Activities Pub. Co.
1013 WEST SIXTH STREET
TOPEKA, KANSAS
Summer
School for
Commercial
Teachers
The Bowling Green College of Commerce, which
has for more than thirty years specialized in the
training of Commercial Teachers and Accountants,
will this summer offer its best service through two
terms, one beginning June 7 and ending July 10, thi-
other beginning July 12 and ending August 11-.
Twelve semester hours of credit. The usual l\igh
type of professional training that this institution
has given to Commercial Teachers and Account-
ants will be given the coming summer, with many
new features and many improvements. A student
may begin a course, or take solid classroom work
for which he will get college credit, or he may take
professional training, or he may review, or he may
improve his certification standing, or he may im-
prove Ids chances for getting a position, or a better
one than he has.
Ask for Summer School Bulletin which exphiins
courses, rates, and all details.
Bowling Green College of Commerce
of the
Bowling Green Business University, Inc.
Bowling Green, Kentucky
Only one hour's ride from Mammoth Cave
National Park.
New Standard Typewriting
N.\THANIEL AlTHOLZ
Director of Commercial Education,
Board of Education, City of Nevj York
by
and
Ch.arles E. Smith
Specialist in Typewriting Instruction,
Trainer of Every World's Professional
Typewriting Champion
A new standard in presentation of
instruction material.
A new standard of convenience for
teacher and student.
A new standard of possible re-
sults.
The
Most Usable Text
Ever Devised
Reflects exceptional experience
Meets the common problems of the type-
writing classroom
Permits a simple and progressive method
of teaching
Offers abundant material, skillfully se-
lected and arranged
Simplifies the work of your typewriting
classes and assures better results.
Pitman Publishing Corporation • ^ew York and Chicago
The Educator
Single
WITH BATH
Hotel [^
DeSoto
RIGHT
DOWNTOWN
Whether you're in St. Louii
on business or (or pleasure,
the De Soto's downtown lo-
cation will save you steps,
time and inconvenience.
CHOICE OF DINING ROOMS
The modernly decorated De Soto Grill and the spacious
CaFeteria cater to lovers of Fine Food. Choice wines and
liquors served in the Taproom.
O. P. GREATHOUSE MAA^/^GEP
ST. LOUIS
Arnold's Japan Ink
We are headquarters for Arnold's Japan Ink,
carrying a larger stock than any other dealer in
tills country. When used according to the instruc-
tions which we send witli every bottle, telling how
to get the best effects, the ink is without doubt one
of the very finest to be had for executing fine pen-
manship, such as letter writing, card writing, flour-
ishing, etc. Practically all professional penmen use
this ink.
1 bottle, 4 oz., postpaid $ .50
1 pint $ .75 plus postage
1 quart 1.15 plus postage
ARNOLD'S WRITING FLUID
1 Pint (Pints only), plus postage $ .75
ZANERIAN WHITE INK
One bottle, postpaid 30c
One dozen bottles $3.30, postpaid
ZANERIAN
GOLD BRONZE POWDER
I oz. package, postpaid, 25c.
ZANERIAN GOLD INK
1 bottle 25c
1 dozen bottles, by express $2.00
The Zaner-Bloser Co.
612 N. Park St.,
Columbus, Ohio
. r/)
n
t{iuae(/uim
de A
Hotel Philadelphian
FORMERLY HOTEL PENNSYLVANIA
IliKhly Rccommeiuled by Experienced Travelers the World Over for its Warm Hospi-
tality; its Excellent Cuisine Served in Comfortably Air-Conditioned Restaurants; its
Convenient Location to the Business Section ; and its Unlimited Parking Facilities.
600 ROOMS with Bath From $2.50 Up
Oaniii. Crawford, Jr., Manager
i'Jth and Chestnut Streets PHILADELPIII.\, PA.
The Educator
The Gregg Summer
Session for Teachers
Has for twenty-six years been "first with the last
word" in new but tested methods of getting results in
the teaching of shorthand, typewriting, and related
subjects. Thousands of graduates in this and other
countries enthusiastically recommend this highly special-
ized training.
Teachers of commercial subjects and those prepar-
ing to enter this profession will find the Gregg Summer
Session a well-spring of valuable information concern-
ing the very latest developments in this field. The
Functional Method of teaching shorthand will be fully
taught and exemplified by expert teachers.
Attractive courses of study, an unusually strong
teaching staff, a good Room Service, a free Teachers'
Placement Bureau, interesting recreational features, and
many other helpful advantages make a summer at
Gregg a most delightful and profitable experience.
The 1937 Session begins July 5 and closes August
13. Write today for special bulletin.
THE GREGG COLLEGE
6 North Michigan Avenue
Chicago, Illinois.
WIN A
CERTIFICATE
Now is tlie time to begin working
for a beautiful isenmanship certifi-
cate. Write for illustrated catalog.
Specimens examined free. Students
should have their specimens sent in
by their teacher or O. K.'d by the
teacher.
4-
THE ZANER-BLOSER
COMPANY
PENMANSHIP SPECIALISTS
612 N. Park St. Columbus, Ohio
for YOU
and YOU
and YOU!
DKGARDLESS of your handwriting style or your pen
preference — whether you like the fine hairline point of
the Spenceriiin No. 1 College or the broad point of the No.
18 Society Stub or any one of the scores of point variations
between these two extremes — there is a Spencerian pen par-
ticularly designed to satisfy you.
You will find in it writing ease, that famous
Spencerian smoothness which enables yo\i to
forget the mechanics of writing as your pen
keeps step with your flowing thoughts.
You may order your favorite pen by number
with the assurance that when you receive it
you will find its action like that of every
other Spencerian similarly classified.
Have vou tried the Sjiencerian Fountain Pen?
It retails at .?2.00. It offers the utmost in
writing ease and long wear. The 1+ kt. solid
gold point hard iridium tipped nil) is
available in fine, medium or stub point
and you ma.v have your choice of four
attractive colors. .\t your favorite sta-
tioner or direct from us, giving youi
stationer's name.
FREE TO PENMANSHIP TEACHERS
The Instruction .Manual "Tlie Spencer-
ian System of Musctilar Movenie
Writing" and samples of Spenceri
School Series Pens
sent on request.
Please ni e n t i o n
your usual source
of supply.
^ SINCE 1858
THE BEST PEN NAME
SPENCERIAN PEN COMPANY
349 Broadway, Dept. F New York, N. Y.
The Educator
UP Goes the Student Interest I
Normal \f^ DOWN
Croes the Number of Failures
when you use
BUSINESIS
MATHEMATICS
PRINCIPLES and PRACTICE
COMPLETE COURSE . . $1.40
INTENSIVE COURSE . . $1.20
by R. ROBERT ROSENBERG
These are texts that do something about all those failures in the business
arithmetic class. Mr. Rosenberg, a business arithmetic teacher of many years
standing and a practicing certified public accountant, has given us business
arithmetic textbooks that are teachable and practicable in the most modern
.•-ense of these words. Features of these books that will immediately appeal io
you are: short units (each covering a topic), clear identification and separation
of illustrations and learning problems, understandable language, an attractive
page and type, and timed drills or tests on each chapter or subject. The material
is arranged and organized in a masterful fashion.
The Complete Course is for one year of high school or a full course in
private commercial schools, and the Intensive Course is for a relatively brief
course in the private school or one semester in high school. Thev represent the
last word in sound teaching materials and produce the maximum in results.
Available for use with these two texts, and written by the same author, are
the following unexcelled leaching aids: (DA methods book, "Teaching Methods
and Testing Materials in Business Mathematics," (2) Objective Tests in Business
Mathematics, and (3) Teachers Key.
"Business Mathematics'" is also available in pad form as follows:
Business Mathematics — Exercises, Problems, and Tests, Part I $.60
Business Mathematics — Exercises, Problems, and Tests, Part II 80
Business Matlrcmatics — Exercises, Problems, and Tests, Part III, or College
Edition 80
Already adopted by more than 1,000 schools.
The GREGG PUBLISHING COMPANY
New York
Chi<
San Francisco
Sydney
COLUMBUS, OHIO, MARCH, 1937
The National Association of Penmanship
Teachers and Supervisors
Announcement of the Eighteenth Annual Meeting, Wardnian Park Hotel, April 29, 30, May 1, 1937.
The Eighteenth Annual Convention
of the National Association of Pen-
manship Teachers and Supervisors
will be held at the Wardnian Park
Hotel, Washington, D. C, April 29, 30.
May 1, 1937.
The change in the meeting place for
the 1937 convention from that voted
upon last year was made in response
to numerous requests received from
members in various parts of the coun-
try that the convention be kept in the
United States.
Washington offers the most alluring
climate of any city in the country at
this time when our association is hold-
ing its convention in Washington. The
scenic beauty of Washington in the
spring is noted throughout the world.
All who have ever been in our capital
city at this season invariably resolve
to return for a second visit and those
who have never been here will now
have a twofold incentive to plan a
visit to Washington and attendance
at the National Association of Pen-
manship Teachers and Supervisors
Convention in the same tour.
A very attractive and comprehens-
ive program for these three conven-
tion days is being arranged. Out-
standing speakers from various walks
of life, educational, civic and business
have been obtained to present ad-
dresses at the convention together
with outstanding Handwriting Direc-
tors representing various parts of the
country who will discuss modern
views on Handwriting in Education. A
detailed program of convention speak-
ers and activities will appear in the
April issue of the leading educational
magazines.
Exhibits of handwriting represent-
ing all states will be on display in the
spacious corridors of the convention
hotel. These exhibits will represent
work from the largest to the smallest
President
D. Francis Harrigan
Director of Handwriting
Peabody, Mass.
school communities throughout the
country.
Special tours are being planned for
sections of two days of the conven-
tion to provide opportunity for those
attending the convention to visit the
many places of historic and govern-
mental interest in which Washington
and its immediate vicinity abound.
On Thursday evening April 29, the
President's Reception will be held for
all officers, committee members, mem-
bers of the association and friends.
This occasion will provide opportunity
for those attending the convention to
become acquainted and enjoy an even-
ing of social pleasure together.
On Friday evening, April 30. the an-
nual banquet will be held in the Con-
tinental Room. A gala program with
music and entertainers is being plan-
ned for this occasion.
Ralph E. Rowe
First Vice President
Portland, Maine
Miss Charlotte E. Barton
Second Vice President
Newark, N. J.
Miss Doris E. Almy
Secretary
Fall River, Mass.
F. J. Duffy
Treasurer
Duluth, Minn.
Membership committees are at work
throughout the country zealously com-
peting, state by state, to bring in a
banner total membership.
Membership for superintendents,
principals, and teachers $1.00, Pen-
manship directors and supervisors
$2.00.
Many groups are working earnestly
to make the Washington Convention
both pleasant and profitable for all
those who attend.
It is sincerely hoped that every
state will be represented by delegates
at the convention.
Begin to plan now to attend the
convention. If you cannot prepare
your exhibit before the week of the
convention bring it with you and a
committee will help you display this
on the evening preceding the conven-
tion in exhibit space which will be re-
served for you if application is made
for this space and sent the secretary
Miss Doris E. Almy, 337 Walnut St.,
Fall River, Massachusetts, before
April 26, 1937.
Pleasure and profit await you in
Washington on April 29, 30 and
May 1.
Do your best to be present with us
and help us to make this convention a
success.
THE EDUCATOR
Published monthly (except July and August)
By THE ZANER-BLOSER CO.,
612 N. Park St.. Columbus, O.
E. A. LUPFER Editor
PARKER ZANER BLOSER Business Mgr.
SUBSCRIPTION PRICE, $1.25 A YEAR
(To Canada, 10c more; foreign, 30c more)
Single copy, 15c.
Change of address should be requested promptly
if possible, giving the old as well as
the
addr
Advertising rates furnished upon request.
THE
through
prietors
the best medii
^■hich
ch bu
i managers, commercial
d lovers of penmanship
our office by the 10th of the
of the following month.
The Educator
Modern Handwriting
By E. A. Lupfer, Zanerian College, Columbus, Ohio
Write the sentence and keep it for future comparison. From it select the weakest letters for further study
and practice.
See how uniform you can make the beginning loops, also see how uniform you can get the hooks at the base
Before working on the B review the exercise given for the P. If you have mastered the P the only difficulty
you should find is with the bottom oval. See that the little loop is in the center of the letter and notice the direc-
tion it slants. Stop at the hook before making the final stroke. The ovals are made with a free rolling motion.
There is very little similarity between the form of the capital letter B and small letter b. The down strokes
of the b should be straight. See that the loop is full and open and three times as high as the small letter i. Give
special attention to the bottom part. Check the motion on the retrace.
Make line after line of single and connected b's, then practice the words striving especially for freedom of
movement and graceful lines.
The Educator
One of the important things in getting free movement is to have the hand slide. Therefore, point the
knuckles tow/ard the ceiling, letting the weight rest on the fingers rather than on the side of the hand. Too much
finger movement makes laborous looking lines.
''^^<d^-'^^7^'-S'-i^-C--^t^^^-'C^C^
-'O^f-'i^'-^^ —
After writing the above sentence examine each letter to see that it is absolutely unmistakable. Cut a hole
in a piece of paper or card and use it for covering up the letters. In this way you can see only one letter through
the hole in the card and not depend upon context for legibility.
-^-B
C7-ll^
The B and E upon close observation will be found to be very similar. Turn the B upside down and you have
a very good capital E. The same is true if you turn the E upside down you have a good second part of the B.
Therefore, try to get the bottom of the B and top of the E the same in roundness. Practice them by reversing your
paper. That is. make a line of B's, turn the paper upside down and see if they make good E's. Get the loops in
the center of the letter and of about the same size.
Practice the combination of letters. Above all, work for a neat page.
^ ^ ^ ^ ^ -^ Jj' -J^
Here is an e.xcellent copy for study. Notice the proportion of the small letters and capitals. The small letters
are about one-fourth of a space between the two blue lines, while the capitals should be three-fourth of a space.
Be careful to make punctuation marks. Draw slant lines on your down strokes. All of the down strokes should
be made in the same direction. Your writing should have a uniform appearance in size. That is, the minimum
letters should be one-fourth of a space high. The extended letters are one-half space high, while the loops are
three-fourth of a space high. Draw lines touching the tops of your letters and see if your letters line up as they
should in size. Do some of your beginning letters in words extend too high? If so, reduce them in size. Others
may have trouble in getting the small e too tall.
After working on the individual letters and exercises make the last line of mixed capitals. Notice the arrows
pointing to the similar finish of the G, S and F. Study the direction of the final stroke. It is about horizontal and
has a slight curve. You should always stop on the hook before making the final stroke.
-^
The K is similar to the P and B. Give special attention to the compound curve and to the finish. Unlike the
B the little loop should touch or loop around the stem. The R finishes like K. The final stroke should be parallel
to the bottom stroke of the top oval.
10
The Educator
Practice the different exercises mixing them in with letters, then practice the individual letters and finally
work on the sentence and names.
'J^TZ'I
These copies are made with the intention of showing you how to study. All of your down strokes should be
on the same slant. Get your paper in front of you and pull all of the down strokes towards the center of the body.
So many make the capital letters too tiny and weak that it is well for each class to watch the proportion of
capitals and small letters. Anyone can check his own writing in the mechanical parts, slant, size and spacing.
Spacing is a little more difficult, although you should be able to see if there are big wide spaces or if the let-
ters are crowded together. One letter should not step on the other's toes. Notice the arrows pointing to spaces
which are about equal in size.
Make this row of R's checking particularly to see they are three-fourth of a space high.
This copy contains excellent material for practice. It reviews many capitals and small letters. It also con-
tains some beautiful easy words for individual practice.
You should also give considerable attention to the beginning words of sentences so that you can write capital
and small letters together fluently.
The Educator
11
This is the most popular style of r and will give you very little trouble from the standpoint of legibility if
you get the top wide enough to make it distinct from the i. Check the motion on the shoulder indicated by the
check marks. Curve the upward stroke and make the r slightly higher than the i. Get the downward stroke the
same as in the i. In fact, the finish of the r should be exactly the same as in the i with the exception that the i
is a little taller than the straight part of the r. The word, runner is especially appropriate in practicing the r be-
cause you should not have so many difficulties and can therefore spend inost of your time on the r.
iL-^Zd^
The word reports is a more diflScult word and therefore needs special practice and study,
ing, the height, and slant. Check your writing as indicated by the copy.
Practice the spac-
A review of P, B and R. Write the names of boys and girls in your class or acquaintances whose names
begin with P, B and R.
It is necessary to frequently call attention to position. You should sit up and not stoop over too close to
the writing. The teacher should constantly inspect the position of the pupils. The teacher who perseveres in getting
good position may expect a higher average of writing.
To develop a fluency to the right use wide spacing between letters.
--^^C<^C-5#^1-;J«^1-^C-^ -^^^S^
Practice the retraced K large. The K should come down to the base line rather straight. Therefore, retrace
the straight stem. In making the stem come down to the base line straight, stop, then raise the pen. Do not
raise the pen at the base line while it is in motion. You will find the retracing of the compound curve good practice.
Keep on the line in making the K. Notice how even the spaces inside the K are above and below the loop.
12
The Educator
Stimulating Handwriting in the Grades
By Helen Marie Printz
Supr. of Handwriting, Wyoniissing
and Mt. Penn, Pa.
Given before the Pennsylvania State
Education Association.
The development of civilization has
been a record of progressive changes
and education has been no exception.
The program in the elementary school
has undergone greater changes than
any other level. Here the child is of
primary importance. The entire curric-
ulum has been reorganized; subject
matter has been integrated; v^^e find
free creative expression, the child-
centered school and creative youth ac-
tivities. The secondary school has not
yet made equal advances.
The teachers must be aware of the
major function of the school and place
in society today. Each teacher should
know the psychological factors in
their various stages and manifesta-
tions that enter into and condition the
growth of our girls and boys.
Many of us are supervisors of both
handwriting and art. We all know
that art enters into every subject in
the curriculum enriching it and mak-
ing it more worthwhile. The art de-
partment was the first to relate its
work to other subjects. This was not
a selfish idea, at any rate art has lost
nothing but education has gained a
great deal.
We have the theory of growth ac-
tivity and pupil activity opposing the
doctrine of formal discipline and dic-
tated education. A new method there-
fore was advocated giving more free-
dom, spontaneity and vivid self-expres-
sion. This gives rise to social instincts
to children, constructive impulses, ex-
pressive instincts and the impulse to-
ward inquiry. The aim is to draw out
the possibilities from within the pupil
on the one hand, and on the other to
aid him in making effective adjust-
ment toward the world in which he
lives.
Hugh Mearns says that the natural
creative impulses are always at work
when the pupils are alive, active, in-
venting, organizing original ideas, as-
sembling materials and carrying out
enterprises. Pupils grow in capacity
to govern themselves to organize ma-
terials for handling their collective
affairs as well as a capacity for crea-
tive expression.
The desire to express thoughts and
feelings is common to all normal
adults and with little children it is
impulsive if not instinctive. How does
this relate to handwriting? Art and
handwriting to me are closely akin.
Both enter into every subject in the
curriculum and are of vital import-
ance. In this new progressive educa-
tion movement have we, in handwrit-
ing made the strides they have in
art?
There is a shifting of the fulcrum in
the sea-saw of education; but that is
good for us. It awakens our interests,
it makes us take account of stock and
get away from the thing we have been
doing — we open new ideas and ave-
nues of approach.
Where do we stand? Do we have
informal work — dictated lessons or do
we have both? In my estimation in
some dictated lessons the content is
too often unrelated to the natural
needs of the child. Sometimes there
is too often a break, a broken circuit
between the teacher's enthusiasm and
National Association of Pen-
manship Teachers and Super-
visors Membership Fees.
Membership for superinten-
dents, principals and teachers
$1.00, penmanship directors
and supervisors $2.00. Send
your membership to The Edu-
cator, Columbus, Ohio.
the pupils. Well how are we going
to have an informal writing period in
which the basic principles are taught ?
I think by stimulating the pupils at
the right time a teacher can do any-
thing with the children whom she un-
derstands.
Please do not think that I do not
believe in formal writing periods be-
cause I do — very much so; and the
writing manuals should be in constant
use so that the child has the correct
formation of letters before him.
The various handwriting companies
have given us excellent methods and
ways of stimulating pupils. Each
community is different and must work
out their own problems to fit their
needs. The stimulant that works in
one section sometimes is a failure in
another. I would like to tell you of
some of the stimulants used by some
of my teachers.
Shortly after school opened this fall
my IB grade in Wyomissing started
to build a merry-go-round, large and
strong enough to accommodate four.
It was an outgrowth of our county
fair. The IB grade children write
only on the board. While making
ovals one day, someone suggested
that it was like going around on the
Merry-go-round. They worked out
their rhythm and made believe that
they were on the Merry-go-round. La-
ter on they composed several songs
that they sang while writing. As the
project was going on new words were
taught and numbers as they counted
tickets, etc. And so it went on each
day something new was suggested by
the children. The handwriting period
was very popular and the Merry-go-
round idea was continued until the
pupils decided to make a change.
This fall. Bozo, a trained dog, vis-
ited Wyomissing just as he did in
many other schools in this state. After
Bozo's performance the children were
all keyed-up; each group reacting in a
different way. The fourth grade de-
cided that they wanted to write a
story about Bozo. Since the children
were so fully saturated and stimu-
lated, the teacher thought it would be
an opportune time. As a result, the
stories were excellent examples of
good, free, spontaneous expressions
written in the best legible writing be-
cause every pupil was putting forth
his best effort to create a good im-
pression.
One of my sixth grades has a splen-
did method of evaluating their written
work. Each row has a checker and
at the end of the writing period they
pick out the best paper in the next
row. These papers are taken to the
front of the room and judged by the
checkers. This is continued for a
week — then the checkers change but
the honor list is kept for the year.
One of the most beneficial things here
is the pupils' frank criticism of the pa-
pers. A criticism from a pupil goes
farther than that of the teacher. This
carries over in all their other work.
Another sixth grade has a little
■ posture game. If the pupils take
their writing position without any
mistakes the pupils get four counts;
but if, by chance, someone forgets to
sit up straight, or turn his paper at
the correct angle, etc. then those are
counters against the pupils. I have
found that this has caused keen riv-
alry between teacher and pupils.
We had a rather large hospital class
in one of my fifth grades last year.
Many devices were used but with no
avail. The teacher was getting very
much discouraged. Just about that
time, there was good coasting and one
of the pupils suggested that the
teacher should go coasting with them.
But the teacher said, "We cannot go
coasting when our work is unfinished
and some of it must be rewritten."
Much class discussion followed and
finally the children decided to have a
Writing Club — members were eligible
(Continued on page 25)
The Ed lie at or
13
Fortieth Anniversary Convention Eastern
Commercial Teachers Association
HOTEL STATLER, Boston, Mass.
March 24, 25, 26, 27, 1937
TOPIC: Measuring for Vocational Ability in the Field of
Business Education.
WEDNESDAY, MARCH 24
9:30 A.M. Sight-seeing- trips and visits to schools and
business offices.
2:00 P.M. Arrangement of exhibits
7:00 P. M. Meeting of the Executive Board
THURSDAY, MARCH 25
10:00 A.M. Registration of members.
Educational, sight-seeing and shopping trips.
Secure specific information regarding trips at the
Hospitality desk. The committee vi'ill be glad to
assist members and their friends in arranging trips.
Sale of banquet tickets. Tickets cost $3.00 and
must be purchased before 3:00 P.M. Thursday.
Visits to the exhibits.
11:30 A.M. Official tour of exhibits by the Executive
Board and chairmen of the local committees.
1:15 — 3:00 P.M. Machine Instruction Demonstrations
at the exhibitors' booths.
THURSDAY, AFTERNOON, MARCH 25
3:15 P. M. Music
3:30 P. M. OPENING OF CONVENTION— Ballroom
Platform Guests: Officers and members of the Ex-
ecutive Board.
Address of Welcome
Response to Address of Welcome — Mrs. Agnes
C. Seavey, Vice-President, Auburn, Maine.
President's Address:
Nathaniel Altholz, Director of Commercial Edu-
cation, Board of Education, New York City.
Address: "Vocational Ability Testing from the
Standpoint of the Employer."
Dr. Robert P. Brecht, Executive Secretary, Na-
tional Office Management Association, Wharton
School, University of Pennsylvania, Philadelphia.
THURSDAY EVENING, MARCH 25
6:30 P.M. 40th Anniversary Banquet reception and
dance.
FRIDAY, MARCH 26
8:30 A.M. Breakfast for State Chairman Membership
Committee.
GENERAL MEETING— Ballroom
9:30 A.M. Music
10:00-12:00 Platform Guests: Past Presidents of the
Association.
ChaLrman: J. N. Jackman, Kendall Company, Wal-
pole, Mass.
Address: "The Business Education Council's Plan
for Improving Methods of Measuring the Re-
sults of Teaching in Terms of Occupational Re-
quirements."
Prof. Frederick G. Nichols, Graduate School of
Education, Harvard University, Cambridge,
Mass.
Address: "A Fundamentals Test for All Vocational
Commercial Graduates."
Katherine W. Ross, Boston Clerical School, Bos-
ton, Mass.
Address: "A General Background Test for All Vo-
cational Commercial Graduates."
Prof. Phillip J. Rulon, Graduate School of Edu-
cation, Harvard University, Cambridge, Mass.
Address: "A Personality Rating Schedule for Use
with Commercial Students."
Harold E. Cowan. Secretary, Business Educa-
tion Council, Director of Commercial Education,
Dedham, Mass.
12:30-1:45 P.M. Luncheon meeting — National Council
of Business Education.
2:15-3:00 GENERAL MEETING — Ballroom
Address: "The Challenge of the New Federal Vo-
cational Act which Provides Training for Com-
mercial Distributive Occupations."
Dr. Norris A. Brisco, Dean, School of Retailing,
New York University.
Address: "Cooperation by the Retail Merchants in
Carrying Out the Provisions of the New Federal
Vocational Act."
Daniel Bloomfield, Manager, Retail Trade Board,
Boston, Mass.
3:15-5:00 SECTION MEETINGS
"Vocational Ability Tests" — A series of voca-
tional ability tests will be presented at the vari-
ous section meetings by representatives of the
Business Education Council with statements as
to their distinguishing characteristics, plans for
giving and rating them, and results of their use
experimentally. ' '
Secretarial Section
Under the Direction of Prof. Catherine F. Nulty, Uni-
versity of Vermont, Burlington, Vt.
Chairman — R. F. Webb, State Teachers College, In-
diana, Pa.
The Stenographic Ability Test Presentation:
Frank A. Phillips, Director of Commercial
Education, Medford, Mass.
Critical Appraisals of the Test
James J. McKinley, Aetna Life Insurance
Company, Hartford, Conn.
Margaret McGinn, Bay Path Institute, Spring-
field, Mass.
Discussion
The Typewriting Ability Test
Presentation: Raymond C. Goodfellow, Di-
rector, Commercial Education, Newark, New
Jersey.
A Critical Appraisal of the Test
Mrs. J. H. Quinlan, Simmons College, Boston.
Discussion
14
The Educator
Eastern Commercial Teachers Association
Bookkeeping Section
Under the Direction of Mrs. Agnes C. Seavey, Principal,
School of Commerce, Auburn, Maine.
Chairman — Prof. Atlee L. Percy, Chairman, Division
of Commercial Education, Boston University, Bos-
ton, Mass.
The Bookkeeping Ability Test
Presentation: W. R. Catton, Burdett College,
Boston, Mass.
Critical Appraisals of the Test
J. L. Holtsclaw, Director, Commercial Educa-
tion, Detroit, Michigan.
L. H. Brigham, Office Service Manager, Amer-
ican Optical Company, Southbridge, Mass.
Discussion
Measurement of Ability on the Accounting Level
Presentation: Prof. William F. Shors, Rider
College, Trenton, N. J.
A Critical Appraisal of the Test
Prof. Alfred D'Alessandro, Northeastern Uni-
versity, Boston, Mass.
Clerical Section
Under the Direction of Dr. Peter L. Agnew, School of
Education, New York University.
Chairman — Clyde B. Edgeworth, Director of Busi-
ness Education, Baltimore, Md.
The Filing Ability Test
Presentation: N. Mae Sawyer, Educational
Director American Institute of Filing, Buffalo,
N. Y.
A Critical Appraisal of the Test
Harriet I. Flagg, Teacher of Filing, Waltham
Senior High School, Waltham, Mass.
The Calculating Machine Test
Presentation: Mary F. Ward, Principal, Bos-
ton Calculating School, Boston, Mass.
A Critical Appraisal of the Test
C. H. Katenkamp, Forest Park High School,
Baltimore, Md.
Discussion
The Dictating Machine Transcription Test
Presentation: Genevieve A. Hayes, Co-ordi-
nator, Julia Richman High School, New York
City.
A Critical Appraisal of the Test
Lena B. Pool, Head, Commercial Department,
English High School, Lynn, Mass.
Discussion
Testing for Clerical Ability
Mrs. Dorothy M. Holdredge, Secretary to Per-
sonnel Director, Dennison Mfg. Co., Framing-
ham, Mass.
Discussion
Distributive Trades and Social Business Section
Under the Direction of Sadie L. Ziegler, Rider College,
Trenton, N. J.
Chairman — Dr. Joseph W. Seay, Director of Admis-
sion, Rider College, Trenton, N. J.
The Development of a Program for Vocational
Training for the Distributive Occupations.
Prof. Neal B. Bowman, School of Commerce,
Temple University, Philadelphia, Pa.
The Development of a Composite Test for Eco-
nomic Intelligence and Social Understanding Es-
sential to Occupational Effectiveness.
Dr. Harald G. Shields, Director, School of
Secretarial Studies, Simmons College, Boston,
Mass.
Penmanship Section
Under the Direction of John G. Kirk, Director of Com-
mercial Education, Philadelphia, Pa.
Chairman — Bertha A. Connor, Director of Hand-
writing, Boston Public Schools, Boston, Mass.
What are the Values of Penmanship in the Suc-
cessful Operation of a Business ?
(Speaker to be announced)
What is the Quality of Penmanship Actually
Used by Employees in Different Business Posi-
tions? (Illustrated by lantern slides)
H. M. Sherman, State Teachers College, West
Chester, Pa.
What Teaching Methods and Devices are Needed
to Meet the Vocational Standards in Penman-
ship?
Harry Houston, Supervisor of Handwriting.
Public Schools, New Haven, Cormecticut.
Private Business School Executives' Section
Program Arranged by the Chairman, P. J. Harman, Di-
rector, Strayer College, Washington, D. C.
What the Private Business Schools Can Do to
Obtain Recognition from Public School Princi-
pals, State Departments of Education and
School and College Officials Generally.
D. C. Mcintosh, Dover Business College,
Dover, N. H.
Coordinating Tests and Measurements of Skill
Subjects with Standardized Units of Measure
(A necessary and logical follow-up of the sub-
ject discussed at the New York meeting last
year).
E. G. Purvis, Dean, Strayer College, Washing-
ton. Essential Machine Equipment for In-
struction and for Business Purposes.
P. S. Spangler, President, Duffs-Iron City
College, Pittsburgh, Pa.
SATURDAY, MARCH 27
9:30-11:00 QUESTION BOX SESSIONS
Theme: Classroom Problems of the Teacher. There
will be eight sections, namely. Bookkeeping and Ac-
counting, Clerical Practice, Distributive Trades.
Junior High School and Ninth Year Business Sub-
jects, Penmanship, Private Business Schools, Secre-
tarial Subjects and Social Business Studies. The
purpose of these conferences is to afford an oppor-
tunity to teachers who have questions about instruc-
tional materials, classroom procedure, etc. to have
them answered by a group of well qualified teachers
of the subject under discussion. QUESTIONS
SHOULD BE SUBMITTED IN WRITING EITHER
SIGNED OR UNSIGNED TO CLINTON A. REED.
STATE EDUCATION DEPARTMENT, ALBANY.
NEW YORK, NOT LATER THAN MARCH 15 SO
THAT THEY MAY BE DISTRIBUTED TO THE
TEACHERS WHO WILL ANSWER THEM.
Bookkeeping and Accounting Section
(Bookkeeping, Accounting, Business Arithmetic)
Under the Direction of Mrs. Agnes C. Seavey, Principal.
Auburn School of Commerce, Auburn, Maine
Discussion Leaders:
Prof. Paul Salsgiver, Department of Commercial
Education, Boston University.
Prof. H. A. Andruss, Director, Department of
Commerce, State Teachers College, Bloomsburg,
Pa.
15
Eastern Commercial Teachers Association
William C. Wallace, Chairman, Department of
Accounting and Law, George Washington High
School, New York City.
Clerical Practice Section
(Filing, Calculating Machines, Dictating Machines)
Under the Direction of Dr. Peter L. Agnew, School of
Education, New York University, New York City.
Discussion Leaders:
C. H. Katenkamp, Forest Park High School,
Baltimore, Md.
James Meehan, Hunter College, New York City.
Mary Stuart, Brighton High School, Brighton,
Mass.
Distributive Trades Section
(Marketing, Merchandising, Salesmanship, Retail Selling)
Under the Direction of Sadie L. Ziegler, Secretary, Rider
College, Trenton, N. J.
Discussion Leaders:
Dr. O. P. Robinson, School of Retailing, New
York University, New York City.
J. W. Miller, Secretary, Goldey College, Wil-
mington, Delaware, Prof. Lloyd Jacobs, Head,
Department of Business Education, State Teach-
ers College, Trenton. N. J. Dr. Leslie M. Davis,
Head, College of Business Administration, Rider
College, Trenton, N. J.
Grace Griffith, Central Commercial High School,
New York City.
Junior High School and Ninth Year Business
Subjects Section
(Introduction to Business, Junior Business Training!
Under the Direction of John G. Kirk, Director, Commer-
cial Education, Philadelphia, Pa.
Chairman — Charles W. Hamilton, Assistant in Sec-
ondary Education, Department of Public Instruction,
Trenton, N. J.
Discussion Leaders:
Frank H. Ash, Bureau of Teacher Preparation,
Teachers College of Connecticut, New Britain,
Conn.
Clyde B. Edgeworth. Baltimore, Md.
Catherine Freimann, Forest Park High School,
Baltimore, Md.
Frederick W. Riecke, Chairman, Commercial De-
partment, South Side High School, Newark,
N. J.
Dr. F. W. Loso, Director, Department of Busi-
ness Education, Elizabeth, N. J.
Charles E. Cook, Director of Business Educa-
tion, Rochester, New York.
Howard White, Junior High School No. 3, Tren-
ton, N. J.
B. F. Jeffery, Principal, B. F. Brown School,
Fitchburg, Mass.
Penmanship Section
Under the Direction of John G. Kirk, Director of Com-
mercial Education, Board of Education, Philadelphia, Pa.
Discussion Leaders:
Harry Houston, Supervisor of Handwriting, New
Haven, Conn.
Henry G. Burtner, Peirce School of Business
Administration, Philadelphia, Pa.
K. C. Atticks, Head of Commercial Department,
Brookline, Mass.
Michael A. Travers, State Teachers College
Trenton, N. J.
D. F. Harrigan. Jr., President, National Associa-
tion of Penmanship Teachers and Supervisors,
Peabody, Mass.
Private Business Schools Section
Under the Direction of P. J. Harman, Director, Strayer
College, Washington, D. C.
Discussion Leaders:
Charles E. Zoubeck, Associate Editor Gregg
News Letter, Gregg Publishing Company, New
York City.
Dr. James M. Thompson, School of Commerce
and Finance, New York University.
Katherine M. Snyder, Strayor, Bryant-Stratton
College, Baltimore, Md.
K. M. Maukert, Principal, Duffs-Iron City Col-
lege, Pittsburgh, Pa.
J. P. Alexander, New England District Manager,
Westinghouse Manufacturing Company, Boston,
Mass.
Secretarial Studies Section
(Shorthand, Typewriting, Business English, Secretarial
Studies) Under the Direction of Prof. Catherine F. Nulty,
University of Vermont, Burlington, Vt.
Discussion Leaders:
Prof. Roy Davis, Head, English Department,
College of Business Administration, Boston Un-
iversity, Boston.
Prof. D. D. Lessenberry, Director of Courses in
Commercial Education, University of Pitts-
burgh, Pittsburgh, Pa.
Mrs. Frances D. North, Western High School,
Baltimore, Md.
Teresa A. Regan, Assistant Professor, Teach-
ers College of the City of Boston, Boston, Mass.
Eleanor Skimin, Northern High School, Detroit.
Mrs. Esta Ross Stuart, Associate in Education,
Columbia University, New York City.
Social Business Section
(Economic Geography, Economics, Business Law)
Under the Direction of Harold E. Cowan, Head of Com-
mercial Department, High School, Dedham. Mass.
Discussion Leaders:
Arthur Ross, Head of Commercial Department,
Framingham, Mass. High School.
Raymond Dower, Head of Commercial Depart-
ment, High School, Wakefield, Mass.
Mabel Marr, Head of Commercial Department,
Bassick High School, Bridgeport, Conn.
11:15 A.M. BUSINESS MEETING
Awarding of prizes.
(Continued on page 2;",)
16
The Educator
Good Health: Everyone should take
good care of his health, for, unless
one can keep well, he cannot stay on
the job or be at his best.
So, watch your diet, get plenty of
exercise, sunshine and fresh air, and
you will get along a lot better.
BE TEMPERATE: Both young men
and women are admonished to be tem-
perate in their habits — not to smoke
to excess, if you must smoke — avoid
drinking all forms of intoxicants, at
least when you are going to come into
contact with business people or where
alcohol on the breath might hurt
your standing, and especially while
you are on the job!
It never did anyone ANY GOOD to
smoke or drink — just imaginary
pleasure — but if you MUST do it, do
it in such a LIMITED way, and at
such TIMES, that it will not interfere
with your work and will not get you
"in bad" with those who may resent
it.
Dependability: There is nothing
more important to a young man or
woman starting out in the business
world than a reputation for BEING
DEPENDABLE.
The best way to establish that rep-
utation is to be on the job all the
time. Better still, be a little AHEAD
of time, and don't RUSH to get away
as soon as the bell rings, or the day
is over, officially.
If at any time you cannot be on
hand, by all means communicate with
your teacher or employer, as the case
may be, advising as to the REASON
why you cannot be present.
Another way to establish a reputa-
tion for being dependable is to take
care of your obligations promptly;
never allow them to run over a single
day. K you cannot pay on the date
due, see the person you owe and ex-
plain just when you will take care of
the matter.
George A. Meado
Get into the habit of regarding your
obligations RELIGIOUSLY. Nothing
will give you a better standing with
business people — the people you ex-
pect to be associated with and do busi-
ness with all of your life.
Thoughtfulness and Appreciation:
Nothing will win more respect or con-
sideration for a young man or woman
than evidence of his or her being
THOUGHTFUL and APPRECIATIVE
of the things that are done for him or
her by others. It doesn't matter how
small the favor may be; ANYONE
likes to know that it is APPRECI-
ATED!
It doesn't cost anything or take
long for anyone to say "Thank you,"
"I appreciate so-and-so," or the like.
If it is inconvenient to express one's
thoughtfulness or appreciation in per-
son or over the telephone, it doesn't
take but a little while, or cost much,
to write a note.
Thoughtfulness and appreciation
not only attract favorable attention,
but usually pay handsome dividends.
So, above all, let's never fail to show
our THOUGHTFULNESS or express
our APPRECIATION, when people
show an interest in us, or try to help
us, no matter how insignificant the
matter may appear or seem to be.
Personality
It has been said, "Personality is the
outward expression of one's inner
self." Someone else said, "We are a
part of all that we have met or come
in contact with." Another has said,
"Education is EXPERIENCE" — our
own experience plus the experience of
others, which we get from books and
personal contact.
Another person of experience and
ability said, "One of the secrets of
success is the ability to adapt our-
selves." Still, another said. "Ambi-
tion is the driving force in one's life."
Another said, "The way to achieve
success is to find out what our ob-
stacles are and then secure the neces-
sary equipment to overcome those ob-
stacles." In the case of a young man
or woman, the equipment would mean
securing the necessary education or
training. In the case of a business
organization, it might mean the secur-
ing of certain machinery or other fa-
cilities.
As for the actual value of PER-
SONALITY, it is said, "It represents
at least sixty per cent, as against
forty per cent for training and ability,
when it comes to making a success
in life." Personality wins friends and
inspires confidence. That's the reason
it is easy for some people to secure
positions and get along well from the
beginning — they have a pleasing,
forceful personality!
If a student does not have this kind
of a personality — if his personal ap-
pearance is not all that it should be,
if he doesn't make friends and get
along with others easily — he or she
should start trying to IMPROVE or
DEVELOP his personality AT ONCE.
It isn't always easy, but IT CAN BE
DONE! The main thing is to observe
others and not be afraid to go ahead
or express ourselves.
Written by Bertha Huth,
the Emporia Busin
s College, Emporia, K^
penmanship
President and C. D. Long
The Educator
17
Masterpieces
From the Private Collection of C. W. Jones, Brockton Business College, Brockton, Mass.
/■^'-y
.^r.^^>'/yy. y>y.
^
r.
/
>i
y
/.
^ /
/
r . /
r r . - z'
/
V /
/
/
V
/
/
r"^
r^^/ /
This beautiful letter was written in 1884 by L. Madarasz. The plate was loaned to us by C. W. Jones of Brockton. Mass.
Notice the delicacy of this work. The shades arc not as heavy and bold as they were in more recent work by Madarasz. Many think that Madarasz
reached his highest degree of skill in the nineties. This, however, contains some of the best work he ever produced. The small letters in the letter deserve
your special attention.
Thousands have been moved to improve their writing by merely seeing specimens of Madarasz's work. His influ
was equal to that exerted by great musicians whose skill commands both inspiration and admiration.
: those who admire fine penmanship
18
The Educator
Ornamental Penmanship
Script by the late A. M. Wonnell
You have been working on individual capital letters in previous lessons so that this set of capitals should be
easy. In making a set of capitals, or for that matter any body work, see that there is uniformity in the size of the
various letters. Pick out letters according to groups and try to make them appear the same in size, slant, height,
and the shades of uniform thickness.
Check through your alphabets to see how nearly the ovals are all the same in size.
Swing the capitals off with a free, easy motion. If your lines are shaky increasing the speed will improve
the quality of line.
Study your position. Do you keep the tin of your oblique holder turned up so that both nibs of the pen
press evenly on the paper? Don't grip the holder, and see that your pen is not sprained by forcing it into the
oblique tin. It should fit snugly but not too tight.
The Educator will be glad to examine your practice work if you will enclose return postage.
The Educator
19
How to Draw a Perfect Ellipse of
Predetermined Dimensions
EBERHART WITH STATE
TEACHERS COLLEGE
By Daniel W. Hoff
DIRECTIONS.
1. Cross two straight lines at their
centers, and at right angles to each
other, one equal to the length and the
other to the width of the proposed
ellipse. These represent the two di-
ameters. See lines A-A. and B-B in
the accompanying diagram.
2. On either side of the intersection,
place dots on the long diameter, at a
distance equal to one-half its length,
from the end of the short diameter,
point B.
3. Drive a strong pin at each dot,
and at point B.
4. Tie a nonstretchable thread, or
string, to one of the pins on the line;
pass it outside the one at point B;
then tie it to the third pin, drawing
it taut.
5. Remove the pin at point B; place
the point of your pencil against the
string at point B; and move sideward
to the ends of the long diameter for
one-half of the ellipse, repeating the
process to complete the figure.
If your string has not stretched;
if the pressure of your pencil against
the string has been uniform through-
out; and if neither pins nor knots have
yielded, the result will be a perfect
ellipse.
To draw an ellipse in ink, first out-
line in pencil on thin cardboard, and
cut it out. Then cut a slightly smal-
ler one, and paste this smaller one be-
neath the larger, to prevent ink run-
ning under the edges. Finally use
this form as a guide for your ruling
pen.
The oblique lines in the diagram
show how the string appears as the
pencil passes the different points on
the rim of the ellipse, in traveling
from pole to pole.
The same string, without changing
the knots, was used for ellipses No. 1,
No. 2, and No. 3, by simply shifting
the pins from points 1-1 to points 2-2
and 3-3.
If you wish to outline a flower bed
in the form of an ellipse simply sub-
stitute two strong stakes for the pins,
a small rope for the string, and a
sharp stick for the pencil.
George J. Eberhart, formerly of
Bosse High School, Evansville, In-
diana, is now teaching accounting in
the Indiana State Teachers' College,
Terre Haute, Indiana. Mr. Eberhart
is a young man up-to-date in methods
of teaching and is very much inter-
ested in the teaching of handwriting
in which he has a great amount of
ability.
]The McGhee Studio]
[ Makers and Designers of I
FINE DIPLOMAS |
I
I Estimates furnished j
143 East State Street j
Trenton, N. J. j
I TEACH BY MAIL
All Supplies furnished. Wnic
for delails and my book. "How
to Become an Expert Petiman."
FREE! Your name will be
elegantly written on a card if you
enclose stamp to pay postage
Write today!
T. M. TEVIS
25-C, Chillicothe, Mo
THE COVER PAGE
The cover page this month is the
product of W. LeRoy Newark, an
engrosser in the Zaner-Bloser Studio.
Mr. Newark laid the foundation for
his skill with the pen by first master-
ing figure eights, swinging circles and
cutting other fancy capers on the ice
in good old Pennsylvania. That is
where he developed poise, grace, good
nature, balance, and learned to glide
with freedom and grace. Since that
time he has covered acres and acres
of paper with fancy pen capers.
How many can remember the Old
Mill Pond or Mill Dam? The first
country school which we attended was
located in the hills of Pennsylvania
along the Sherman Creek within a
block of an old grist mill where the
students spent many noon hours play-
ing hide and seek, skating on the ice
and watching the wheels go round
and round.
Many times we went home with
skinned shins from playing shinny.
The ball usually consisted of an old
battered tin can. In those days we
may not have been able to cut such
skillful words in the ice but we did
many skillful things and had a grand
and glorious time. Those were the
"good old days" when we had few re-
sponsibilities and could take life easy.
We skated miles up and down the
stream, dodging holes and gliding
swiftly over the smooth stretches.
Playing "ticklish" was an interesting
pastime. This consisted of seeing who
could skate on the thinnest ice, near-
est a hole or over broken ice. We
dried our feet and clothes at the wel-
come fire (welcome if you supplied
your share of the wood). Our main
worries were how to conceal our wet
feet upon our return home in the
evening. Yes, the wood or coal box
and our meals were neglected, but
those were the "good old days."
Skating is a healthy, well balanced
exercise and is easily mastered. Pen-
manship, too, is easily mastered
when pursued with as much zeal as
displayed by the skaters.
20
The Educator
WHICH ONE IS YOU?
Eleven little typists
Eager to begin:
One watched his fingers,
Then there were ten.
Ten little typists
Lookin' mighty fine.
"Your position's incorrect!" —
So there were nine.
Nine little typists,
Not a one was late;
One couldn't concentrate.
Then there were eight.
Eight little typists
(Wish there were 'leven) ;
One made a "Strike-over,"
Then there were seven.
Seven little typists
Up to funny tricks;
One sprained his shoulder,
Then there were six.
Six little typists
Very much alive;
One loafed his practice period,
Then there were five.
Five little typists
(Once there were more) ;
One struck "N" for "M"
Then there were four.
Four little typists
Typing merrily;
One stopped to erase,
Then there were three.
Three little typists —
Lots of work to do!
"Your arrangement's very poor!" —
So there were two.
Two little typists.
One was chewing gum.
Teacher made him leave the room;
Then there was one.
One little typist —
All his work is done
Big Business called him
Now there are none —
-Katie May Ivey, High School,
New Albany, Mississippi.
Ornamental signatures by J. W. Hepburn, Principal and Proprietor of Hepburn Business College, Calgary, Alta., Canada
The Educator
21
'i^fp^
Advertising script prepared by Rene Guillard, Box 234, Evanston, III.
Written by T. \oshida, Shimonogo, HaruKimura, Nishikasugai-gun, Aichiken, Japan.
Btrniniijljfun f(^i|^| Alahmtia
(Ehia ri'rKfirB Hiat
tfi //n.) ''>//<<//< II /If/ /xt I't/Ky i//f/^/i> /^</fi/frf/it'/t/ii,^f-
' f/i,,,/,!,,/!,,! <:', ,-,i/iVAJ A.yA^.j
W^'^MmM
„//::.:,/ i.,i, ■.,>.. ///„:, </ity.^ .c/£?:/^
A diploma prepared by E. H. McGhee, Trenton, N. J. Study the beautiful lettering
and the accurate and effective shading.
PLEDGED TO YOUR
COMFORT
Seven hundred rooms each
with radio loudspeaker, circula-
ting ice water, bed-head reading
lamp, bath and shower combina-
tion. Every conceivable facility
for a guest's comfort and con-
venience. Famed Maryland
cuisine. Experts in the barS and
Cocktail Lounge. Accepted
place to entertain friends.
Rates $3-$6 Single
Hotel
LORD BALTIMORE
BALTIMORE . MARYLAND
H. N. BUSICK, Mng. Dir.
22
The Educator
Lessons in Card Carving
By J. D. Carter, Deerfield, III.
Lesson No. 6
In Lesson No. 6 I shall use the
sharpened pen for cutting.
The design may be cut with knife
hut I have chosen to demonstrate
that very high grade work can be
done with the steel we find in a num-
ber of our better grade pens.
I have used with success pens
sharpened in three different ways.
Possibly the easiest way for the be-
ginner to sharpen would be to insert
a used Zanerian Fine Writer, Gillott
No. 1, or Gillott No. 170 in the holder
in the reverse order from its use in
writing.
Now without changing the general
shape or contour of the pen use an
emery stone or emery wheel and grind
on the back of the pen until it is as
thin as a razor; then finish by using
a very fine finishing stone or hone.
When you have gotten a keen edge
on the pen, proceed to cut by trying
a few strokes until you have found the
direction you can get good clean cut
strokes by pushing pen to or from
you or to one side.
I hold the penholder in my hand be-
tween the thumb and the first or index
finger and have the small end of the
penholder protrude between the third
and fourth fingers. This gets the
cutting edge low and aids in cutting
on very thin paper or cardboard with-
out cutting through the material.
Our lesson designs can be cut with
a sharp knife if you prefer.
There are many designs that may
be cut and used for decorations and
occasions for pleasure and profit; such
as place cards — greeting cards — wed-
ding anniversary cards — cards for
graduations — cards with gifts, etc.
Let's get busy and see what fine
work can be made with the card cut-
ting tools.
I will be pleased to see the progress
of a number this month.
Criticism on your work for return
postage.
^j;rujHji|[jl^|^ff]t7|nHntigi,J(;"!.-' , i''jv\j ttittije
SAMUEL J. MARGOLIS
Engrosser and Penman
i95 East 167th Street, Bron.\, N. Y.
nonials, Resolutions. Charters. Card Writ-
nd also Diplomas engrossed at reasonable
Contracts also taken for engroasins at
ates. Envelopes addressed
EDWARD C. MILLS
Script Specialists (or Engraving Purposes
P. O. E>rawer 982 Rochester, N. Y.
The finest script obtainable for model illus-
trations for bookkeeping texts, business forms;
works on correspondence, arithmetic, and for
readers, spellers, etc. By appointment only.
ENGROSSER WANTED
Young man with some experi-
ence in an Engrossing Studio, am-
bitious. Good chance for advance-
ment. Write at once to Box 652
c/o THE EDUCATOR
Columbus, Ohio
rihutc tu uiir Jiliinintl
i^jJ'^HI powoi* to bcsKMV for bis nt oi?t
M ^i5ttlu;lll5nc^ sorvtcoi^ as
FIRST PRESIDENT
NATIONAL RAPERBOARD
ASSOCIATION
1933-1934 -1935 - 1936
.<n\s colttahto^ in tlio oncloi;c^ copv of
e^tatcniont of ^llr. ^j.^'?. 0tto, o>pokoi;inau
for the incinbcivhip. at^^/uniial 3Uootiiuv
Jlational ^>aporboar^.^i;i;octiltton, bol^
at Wak^orf - ^1^'tor{a >lotcl.TtcAv\)orii i?tty.
,^lo V c 1 n bo r 1 9, ]9i 6
This beautiful piece of engrossing was done in the Harris Studio, 14(1 S. Dearborn, Chicago, III. \ou will do well to study the lettering, the beautiful
initial letters, etc.
24
The Educator
MEET
ARNOLD C. GORLING
Arnold C. Gorling, 530 Maryland
St., Winnipeg, Man., Canada, who
teaches penmanship and bookkeeping
in the Success Business College.
At the present time Mr. Gorling has
approximately three hundred students
in his penmanship classes. He re-
cently sent us some of his beautifully
written cards. He is the proud pos-
sessor of The Educator Professional
Certificate.
H. O'Hara is a busy
3st skillful bi
n the Maury High School, Norfolk, Va. He is also one of the
the country. In fact, we doubt if any high school teacher can
excel Mr. O'Hara in skill.
__£z:^^,^
A dash from the pen of E. C. Enriquez, Pin«da, Pasig, Rizal, P. I.
-^V^^
r
y
y ^^ .
/
/
./
/
.. y ^^ .....
/re: zjy....-i.^-r'-<^.K.K<..-y ■'^
y
//
Graceful curves by the late H. B. Lehman.
The Educator
25
Eastern Commercial Teachers Association
cd from page 15)
OFFICERS and EXECUTIVE BOARD
NATHANIEL ALTHOLZ, President, Director of Com-
mercial Education, Board of Education, New York
City.
MRS. AGNES C. SEAVEY, Vice-President, Principal.
Auburn School of Commerce, Auburn, Maine.
HARRY I. GOOD, Secretary, Associate Superintendent
of Schools, Board of Education, Buffalo, N. Y.
ARNOLD M. LLOYD, Treasurer, Principal, Banks Col-
lege, 1200 Walnut St.. Philadelphia. Pa.
•JOHN G. KIRK, Director of Commercial Education,
Board of Education, Philadelphia, Pa.
P. J. HARMAN, Director, Strayer College, Washington,
D. C.
HAROLD E. row AN, Head of Commercial Department
High School. Dedham. Mass.
SADIE L. ZIEGLER, Secretary, Rider College, Trenton,
N. J.
PETER L. AGNEW, Instructor in Education, New York
University School of Education. Washington Square,
New York City.
CATHERINE F. NULTY, Ex-Officio, Assistant Profes-
sor of Secretarial Studies. University of Vermont,
Burlington, Vt.
CLINTON A. REED, Yearbook Editor, Supervisor of
Business Education, State Department of Education,
Albany, New York.
STIMULATING HANDWRITING IN
THE GRADES
when they had passed all the writing
requirements. This seemed to im-
press the pupils more than anything
we had tried. Every child was in-
terested. There were seven eligible
members the first week, who went
coasting with their teacher. The fol-
lowing week, more new members were
added and that week they had an old-
fashioned sleighing party. The club
grew — and they had picnics, roller-
skating parties, bird hikes and even
a trip to Hershey Park (about fifty
miles away. ) This to me was one of
the finest ways of stimulating this
particular group — showing pupil in-
itiative and pupil response.
There are hundreds of ways we can
use in stimulating our pupils — especi-
ally in the integrated program. Some-
times I feel we are so busy we let
good opportunities pass by.
I am going to repeat — that I do be-
lieve in formal lessons and we should
always use the manual. I am not
talking about the mechanics of writ-
ing but the stimulation. If a pupil
has the right attitude, he cannot help
but do his work J03^ully. Each com-
munity must work out their own
methods according to the individuals
and environment. Handwriting to me
is something like art. It is in every-
one— (unless physically unfit) — a
power within seeking for expression.
It is the teacher's function to set it
free and stimulate its growth and to
prepare the child for rich and worthy
living.
A. F. Mclsaac, Bedford Chambers,
Halifax, N. S., in renewing his sub-
scription stated that he has had a
great year during 1936 in document
investigation work. He states that
he had over 200 cases.
NEW ARRIVAL
Patricia Ann arrived January 23,
1937 at the home of Mr. and Mrs.
Roger T. EUzey, Jr., 905 Tracy,
Kansas City, Mo. Congratulations!
HUFF
Teachers Asencv shortage of commercial teachers
^ ' THE WEST and ALASKA
Missoula, Montana Need Commercial teachers with degrees. Could
,, I X' , ri. , f^"t fn'^'^t demand last year in this department. Cer-
-Mclllhcr N. .v. 1. .\. tification booklet free to members. Enroll now.
ALBERT
Teachers' Agency
25 E. Jackson Blvd.,
Chicago, III.
Established 1885. Teachers of Commerce — Book-
keeping, Shorthand, Typewriting, etc. in heavy de-
mand in 1936. Anticipate more calls in 1937.
Supply exhausted. Folder free. N. A. T. A.
"Correspondent'
Spokane, Wash.
N. Y.. Hyde Bldg
GOOD TEACHERS IN DEM.AND. Write for Information.
Our
Field
ROCKY MT. TEACHERS' AGENCY
410 U. S. NATL. BANK BLDG.
United
Stales
Largest Teachers' Agency in the West
Photo copies made from original, 25 for $1.50. Copyright Booklet,
"How to Apply and Secure Promotion, with Laws of Certification of
Western States, etc., etc.," free to members, 50c to non-members.
Every teacher needs it. Established 1906.
Lettering and Engrossing Alphabets
.V hiKik ccintaininK iiHire tliaii lifty iLseful alpli;il)i-t.s. If you are
interested in learning lettering and engrossing this l)<>i>k will be a great
lielp to you and « ill lie worth many times the small cost.
Lettering and Engrossing Alphabets .$ .30
An ornamental Letter by Madarasz 30
An Artistic Ornamental I.etter by Bloser 30
Pen Art Drawing, Running deer and dogs .20
Total value 1.10
All the above sent for 50
224 Main St., C. W. JONES Brockton, Mass.
26
The Educator
Lessons in Modern Engrosser's Script
Prepared in the office of The Educator
This type of penmanship is one of
the oldest styles in use today. It is
also one of the most appropriate styles
for use in engrossing. It has good
reading qualities and therefore is very
suitable for work which is intended
for framing. It is used also on diplo-
mas, resolutions, memorials and in
hundreds of other ways.
One of the first requirements is a
uniform shaped down stroke. One
No. 7
should practice on exercises and let-
ters until a uniform pen pressure is
developed.
In this lesson we give special atten-
tion to the lower loop letters. The
lower loop letters should be the same
in size as the upper loop letters. After
making lower loops try mixing them
with the upper loops to see that the
upper and lower loops balance in size.
Study each letter individually, mak-
ing line after line and comparing your
work carefully with the copy. Intel-
ligent practice is necessary. This
work is done mainly with finger move-
ment and of course a properly ad-
justed oblique penholder is necessary.
Send your practice work to The
Educator with return postage for a
few free suggestions and criticisms.
/^?/y^/^.^i^^r^/^f!^a^
zrt7-^^^^
u^^
^ / ? 7 y
THERE WILL ALWAYS BE JOBS:
Any young person who wonders
whether there will be a place in busi-
ness for him need only remember that
all around the business circle there
are bookkeepers, stenographers, typ-
ists, clerks, secretaries, machine oper-
ators and other trained workers whose
services will be needed as long as civ-
ilization is based upon a social sys-
tem which demands that human wants
and needs shall be adequately met.
Business is expanding all the time
and as it grows it calls for more —
and better — workers. But even if
business should remain static so far as
volume and number of persons en-
gaged is concerned, there would be an
enormous turnover due to incompe-
tency, the ravages of old age, acci-
dents, marriages, changes, etc. Busi-
ness is expanding now!
Emporia Business College
Emporia, Kans.
Cards, in
jrnamental. 20c doi., in script, 25c. Leather, silk-
lined cov
ers for Resolutions. $5.00, inducing name
^,— V— 2f
■ ■' stamped in gold, and paper, $6.00
f~^7^^Ci
^^^^^^ Diplomas. Resolutions, Testimonials
v_i».2^
^ 306 Eaii Oakdale Avcnur. Cieniide, Pa.
A sketch of Johnnie Brown who
failed to get a penmanship certificate.
Drawn by D. J. Person, Carthage, S.
D. Don't worry Johnnie you can try
again.
J. W. MILLER IS HONORED BY
NATIONAL COMMERCIAL
TEACHERS' ASSOCIATION
Mr. J. W. Miller, secretary-treasurer
of Goldey College, Wilmington, Del.,
was reelected treasurer of the Nation-
al Commercial Teachers' Federation
for the coming year. The meeting was
held in December In Cleveland, Ohio.
The meeting this year was one of the
largest they have so far held.
The Goldey College is a member of
the Accredited Commercial Schools
Association which also met in Cleve-
land at the same time of the meeting
of the National Commercial Teach-
ers' Federation.
The school was represented at this
meeting by Mr. Miller and Mr. W. R.
Kiddoo, head of the Accounting De-
partment.
e you never dream-
ed possible. Instructions cover-
practical method. Simply enclose dollar
P. 0. Box 1028
The Educator
27
DESIGNING and]
ENGROSSING
By E. L. BROWN
Rockland, Maine
Herewith is shown a bit of lettering
suitable for many purposes especially
when leg-ibility and speed are factors
for consideration.
A drawing in detail is not necessary
or recommended for this design. How-
ever, lay off very roughly the several
lines of lettering for purpose of cor-
rect spacing, then letter in Zanerian
ink, using a No. 2^2 broad pen for all
the lettering excepting words "The"
and "Pioneer".
The background of start word
"The" is one of many styles of tinting
which can be quickly and easily exe-
cuted. Use a coarse pen and thicken
lines nearest letters. The relief lines
on letters in "Sturdy Character" gives
a certain finish and variety which is
always desirable. The effect is especi-
ally good when the relief lines are
added in color tints or pale ink. Lines
of lettering may be underscored with
good effect by using ink diluted with
water to give a pale grayish tone.
Try this design by using a different
style of tinted background for word
"The", either in line or stipple.
Send in your work for criticism. We
want to help you; will you cooperate
with us to this end?
<?l' t^
CHARLES W. FOGARTY
We regret to learn of the death of
Charles W. Fogarty, Principal of
Brandon-Stevens Secretarial School,
St. George, Staten Island, N. Y.,
through our good friend, R. E. Guth,
165 Broadway, New York City.
Mr. Fogarty was a native of Lyons,
N. Y., and had lived on Staten Island
since 1911. Shortly after he went to
Staten Island he entered partnership
with the late Joseph Stevens in the
Brandon-Stevens Institute. Three
years later he bought out his part-
ner's interests in the school. The
Brandon-Stevens School has enjoyed
a splendid reputation as an institute
for the training of young men and
women for commercial positions.
Mr. Fogarty credited penmanship
with starting him on the road to suc-
cess as a commercial educator. In
1905 he attended The Zanerian College
of Penmanship, Columbus, Ohio,
through the influence of that prince of
penmen, A. W. Dakin, Syracuse, N.
Y.
Mr. Fogarty was active in local
community affairs. He was a Ro-
tarian and it is said that he never
missed a meeting for the past fifteen
years.
He leaves a wife, a daughter and a
son. Thousands of his students feel
the loss of his friendship and counsel.
jliplomaa mh
;^(QJprttffrarpis
Booklet or Sheet Form — Artistic Designs —
Attractive Covers — Leather and Imitation.
Diploma Filling a Specialty. Send for Sam-
ples and Quotations.
Best Quality — Lowest Cost
HOWARD & BROWN
ROCKLAIVD MAINE
Home Study
Train for busi
; leade
30th :
Commeri
Study C.
employment opportuniti
continent oil belt. Wr
Department E.
;hip in your own home.
Secretarial Science, and
Member National Home
service with superior
in the great Mid-
for FREE bulletin.
HILL'S BUSINESS UNIVERSITY
Oklahoma City, Okla.
THE cottect POINT FOR
EVERY NEED
STEEL PENS
udent in the Emporia Bu
President and C. D. Lotig
College, Emporia, Kansas. J. E. Hawkir
t the penmanship instructor.
A pen point should be
your handwriting. Gill^
ally designed to fit evei
vidual as your o'
leading stationers,
of 8 school pens.
ALFRED FIELD & CO., INC.
93 Chambera Street New York, N. Y.
J distinctly your owm as
's Steel Pens are especi-
;ry writing need . . . indi-
andwriting. On sale at all
d 10c for sample assortment
28
The Educator
WKgfl^nl^Mift
lint b tinn? ? 3f ltu$ \inn ^xwm
(L\mA nn may umrlmnii iiterif Iwaum
Clinu^lt raiitih may bi? tlii« path tliroucih lt&,
Jarteiw^ hji snmaiu mib lnjfut xuiflt $trifr,
(ihinK ui l^ini mliu attln? hi$tant ijaal
J1xuait5 to rmuitt Ihe taithful f-uul .
iHn^ T)\^ patli lirigKti'r than mny I«j
SIttf 0ni* l^t5 loiu» n»5i»rui?5 Wtlu»i« !
I^att l?i» not hnrier uiau5 10 tiTflft
S^lioii th0i?0 from mhirh lui? shrink in Wub .'
JR^ht tin* 5Uoh ftght.on,0nuiarb5ii(l,
0Vr mountain pass an^ luni'^amo hill,
iot no sorroni ijour progn»5$ $.ta|i ,
iHhih* I^o,ihi» ^aitioiir.li»ah5 thi«uiajt.
^onw fntnn» hour mill htoupn lm^nl^
^0 thpp it$ 9ati»$ of hnmishi^b ^oWi-,
I) out small uiillthfo hfp'^trink lip,
ut^un*^ in thp Wis 5 of rtprnitji l
A poem engrossed by Sister Mary Bronislava, Felician Sisters, Coraopolis, Pa.
The Educator
29
BOOK REVIEWS
Our readers are interested in books of merit,
but especially in books of interest and value to
commercial teachers including books of special
educational value and books on business subjects.
All such books will be briefly reviewed in these
columns, the object being to give sufficient de-
scription of each lo enable our readers to de-
termine its value.
Federal Tax Course, 1937 Edition,
published by Prentice-Hall, Inc., 70
Fifth Avenue, New York, N. Y.
This is an annual publication issued in Novem-
ber of each year. It is used by thousands of
lawyers, accountants, bankers, business men and
others who are called upon to prepare tax returns.
The 1937 edition of the Federal Tax Course
brings you:
1. Editorial Explanations of the Law and Regu-
2. A Set of Filled-in Returns.
3. Problems and Solutions.
4. The Treasury Department Regulations.
.5. The New 1936 Federal Tax Law.
6. Explanation of Changes.
Specific Uses of the 1937 Tax Course include:
1. It shows you how to prepare accurate retu
to secure all legitimate tax reductions.
2. It answers hundreds of questio
the Federal Income Tax that you may ha
3. It
gives you
for
of tax
S10.12~a small fr:
in the preparation
Nature Magazine's Guide to Science
Teaching, by E. Laurence Palmer, Di-
rector of Nature Education of the
American Nature Association and
Professor of Rural Education at Cor-
nell University. Published by the
American Nature Association, Wash-
ington, D. C. Cloth cover. 128 pages.
This book is written to guide thoi-e who teach
science in the first ten years of school, not to
dictate what should be taught there. It is pre-
pared on a philosophy that science is not only a
series of organized facts but more important than
this, it is concerned with the method by which
facts are established. Accordingly the program
consists not of a survey of areas of content but
rather of an exploration of different realms of ex-
perience. These experiences have been selected with
care and organized in such a w-ay that they are
accumulative, and while each offers more or less
immediately significant experience it adds to prev-
ious or leads to subsequent experiences.
The suggestions are directed towards the solu'
tion of pertinent problems and involve activities
suitable to the abilities of the children to learn not
solely from books but from real sources which are
immediately available for study. While the initial
experiences should be largely of a sensory explora-
tion of the immediate environment these experiences
may be enriched by materials such as are to be
found in NATURE MAGAZINE and other suit-
able sources of reference.
Business English, by J. Walter Ross.
Published by South-Western Publish-
ing Company, Cincinnati, Ohio. Cloth
cover, 397 pages.
The aim of this book is to provide a complete
course of instruction and exercise material to fit the
student to speak and w-rite readily the clear, cor-
rect, forceful English required in the transaction of
present-day business. The three main topics are
Word Study (grammar). Sentence Study, and
Business Communications. They are presented in
the order named.
Being a teacher still in the service, the writer
is fully aware that even the word "grammar" is
unpopular with secondary school students; but. by
the same criterion, he is fully aware also of stu-
dents" deficiencies and their need for not merely a
hasty review but a systematic, intensive study of
the fundamentals of grammar. An earnest effort
has been made to co-operate with the teacher in
impressing upon the student the fact that a readily
usable knowledge of these fundamentals is, regard-
less of his likes or dislikes, indispensable if he is
to fill satisfactorilv the kind of position he will
likely obtain on completing a business course.
1. It is made clear at the beginning and through-
out the course that the use of technical terms, is
only a convenience m the discussion of the subject
of English.
2. A practical reason is given at the beginning
of each chapter for learning the principles pre-
sented therein. The student is shown the very
definite connection between hjs study assignments
and the work for which he is preparing.
3 . There has been substituted for lengthy aca-
demic discussion an ample amount of exercise or
problem material of nature and vocabulary within
the average student's comprehension. The student
is asked to apply rules rather than to talk about
them. The frequent composition assignments in
this edition emphasize this feature.
4. The parts of speech are presented in an order
that makes possible the complete mastery of each
(definition, classification, properties, and syntax)
before leaving it, and the avoidance of the con-
fusion usually experienced by the student of gram-
5. Purely theoretical questions and hair-splitting
technicalities have been purposely avoided. Only
those principles, a thorough knowledge of which is
essential to the user of forceful and effective Eng-
lish, are presented.
In the section on Sentence Study, the student is
drilled in the recognition and the use of the vari-
ous types of sentences and is familiarized with the
application of the rhetorical principles of unity,
coherence, and emphasis, in the sentence, the para-
graph, and the entire composition.
In the section on Punctuation, the paragraph
rather than the sentence is used in many exercises
for the development of sentence sense and a review
of the full stop marks.
In the chapters on Business Composition, which
are greatlv amplified in this edition, the student not
only IS familiarized with mechanical forms but also
is led by easy steps from the writing of the simple
types of letters to the composition of the more
difficult types. Through the study of an ample
number of models (actual letters), he learns not
only composition styles but also much of business
routine, practice, and policy.
Obviously, the teacher who desires to do so can
con\xniently start classes in letter writing or in the
rhetorical principles and use the other chapters for
reference and review as the needs of the students
ed by the
The
as b£
autho
ill
gathered from so many sources that thf
ust content himself with this general ack-
nowledgment.
Business Executive's Handbook — By
Stanley M. Brown. Published by
Prentice-Hall, Inc., New York, N. Y.
Leather cover, 1281 pages.
The BUSINESS EXECUTIVE'S HANDBOOK
has been designed to provide within the covers of
one handy volume, direct and practical answers to
the business man's questions and problems.
The information contained in the Handbook will
be found to be specific and to the point. Forms,
tables, short cuts, listings of facts, outlines of pro-
edure— the:
;ill
the
trouble and expense. Whether the problem to be
dealt with relates to Credits. Purchasing, Selling,
Advertising, Insurance. Direct-Mail— to mention
only a few of the subjects included— the Hand-
book supplies reliable information in the most con-
id advice in the preparation of
the book, grateful acknowledgment is made to the
hundreds of business men throughout the countrv
who contributed very generously of their time and
experience.
Here, for example, are a few of the pointers you
will 6nd—
— how to reduce your bill for telegrams and
telephones
— how to prepare a simple, w-orkable. money-sav-
ing budget
— how to cut corners in doing mathematical work
of any kind
— how to increase the efficiency of your collection
letters
— how to obtain the best results from your pres-
ent personnel
— how to prepare advertising that will sell more
products at a lower price
— how to cut insurance costs— fire. life, casualty
— how to purchase materials mt
—how to write letters that will turn complaints
into sales
— how to plan a fool-proof investment program
for the future
— how to handle a corporate meeting from the
sending of the notices to the proper writing of
the
And these are but a few of the items covered in
this extraordinary new book. No wonder that it
has been called "the most valuable book ever of-
fered to progressive business men."
Section LIST OF SECTIONS Page
1. Business Mathematics 1
2. Business Letters 133
3. Selling by Direct-Mail 22.S
4. Advertising 271
5. Sales Contracts and Forms 405
6. Purchasing Procedure 55»
7. Insurance 581
8. Credits and Collections 673
9. Dealings With Embarrassed Debtors 773
10. Financial Statements 803
11. Types of Business Organizations 893
12. Partnerships ^ 911
13. Directors. Officers. Stockholders 947
14. Corporate Meetings. Minutes, and
Resolutions 1005
15. Increasing Profits Through Budgetary
Control
16. Life Insurance. Annuities, and Estate
Planning 1113
17. Telegraph, Telephone, and Postal
Information 115^
Glossary of Abbreviations 1211
Index """
..1085
..1235
SPECIAL
1 doz. Carved C;ird.s (3x5) $1.00
1 doz. neatly Carved Place
Cards 50
I am sure they will please you.
J. D. CARTER. Peerfield. III.
Handwriting Merit Seals
These seals i
to be used as informal
awards to be pasted on
papers in handwriting or
other subjects. They are
printed in two colors on
Rummed stock, and are
die-cut. All are about
the size of the sample
shown. Some are sea-
sonal in appeal (pumpkin.
throughout the year. Send
lU cents for a complete
assortment of 12 seals, or
GO cents for a sross as-
sortment. Address
No, 9
THE A. N. PALMER COMPANY
SS Fifth Avenue, Dept. E. NewYork. N.Y
Save Money
Book Form Diplomas
attractive designs lithographed
on heavy Parchment for 6c each
qua
Paper Covers. 6c each, and up.
Kearleather Covers. 12c each, and up.
Genuine Leather Covers. 24c each, and up.
d for free "Business School Catalog." It
aid you in judging Diploma and Cover
les. also how to get the most for your ap-
priation.
Martin Diploma Company
eet, Boston, Mass.
30
The Educator
J. I. Kinman Elected President American Association
of Commercial Colleges
"J. I.," as he is familiarly known, is
perhaps one of the most aggressive,
as well as progressive, school men in
the United States. In a few short
years, Kinman Business University
has grown to be one of our largest
commercial school institutions, with
an enrollment of 700 in the day school
and nearly 200 in the night school.
He no sooner gets an idea than he im-
mediately puts it into practice. He is
said to be the originator of the ama-
teur hour on the radio, having secured
local talent from the surrounding
communities to appear on a program
given by the Kinman Business Univer-
sity over the radio. During the Na-
tional Commercial Teachers Conven-
tion in Cleveland in December, he de-
livered a very interesting and worth-
while address on advertising before
the Commercial School Section, of
which he was elected Vice President
for the year 1937. Another very suc-
cessful plan apparently followed by
his school, is that of agreeing to re-
fund the first month's tuition to any
student who is not satisfied at the end
of thirty days. His school comprises
the ground floor and second floor of a
half block in the heart of the Spokane
business district. His oflSce seems to
be a never ending machine for putting
into effect various ideas, by which his
institution is brought to the attention
of the public.
J. I. Kinman
He has been for the past two years,
president of the Spokane Chamber of
Commerce and prior to that was presi-
dent for two years of the Spokane Ad-
vertising Club. He is a senior partner
in the Certified Public Accountancy
firm of Kinman and Morris, with of-
fices in the old National Bank Build-
ing.
He is a director in the old National
Bank & Union Trust Company of Spo-
kane, as well as director in the Fidel-
ity Savings & Loan Association. A
member of the Elks, Moose, Eagles,
and a member of the Central Christ-
ian Church.
C. W. Woodward
Burlington College of Commerce, Bur-
lington, Iowa. Sec.-Treas. AmericaJi
Association of Commercial Colleges.
SCRIPT WILL DO
After falling overboard the captain
yelled, "Drop me a line!"
The mate appearing at the rail
shouted back, "What will your ad-
dress be?"
OutOtt
MAGAZINE
for Artist,
Teacher. Stu-
dent. THINK-
f IIODY BEAUTI-
iiis tiiaiiy fine draw-
urncravures of Stat-
raintings showing
Figures, Birds, Ani-
uiery. etc. Articles, Les-
Cartooning. Lettering,
Animal and Figure draw-
Cbalk- talking. Retouching.
Poster,*;. Etc., Etc. Can't be de-
scribed! To introduce we offer 24 BIG BACK IS-
SUES. 1152 pages, also a large Cartoon Book, also 2
fascinating stories "Pete the Gritty" and "Briggs the
Sky-rocket", also "The Story" — how 24 Art Students
succeeded, also "Ten Talks to J, Henry. Art Stu-
dent" also "Bringing in the Bacon" and 5 more.
YES — AIvL FOR ONLY $2 Exp. (or 7 magazines,
prepaid. $1.)
Student writes. "To me your magazine is a gold i
i
i
i
- i
1
1
1
]
1
■1
./ ,,
nd grade spelling lesson from Meriden, Kansas. Mrs. Wilbur I*
by Clarence Koenitzi
t Lee Warner, the second
The Educator
31
A unique flourish by H. S. Blanchard, loaned to us by Rosario Babin, Berlin, N. H.
Fascinating Pen Flourishing
Containing a Complete Course and a Collection
of Masterpieces Produced by Leading Penmen
Fascinating
PenFlourishj^tG
Price, $1.00, Postpaid
The most pretentious work ever published which is de-
voted exchisively to the beautiful fascinating art of flourishing.
It starts at the beginning showing the student how to
make the simplest strokes and exercises and finishes with a
great variety of designs displaying the highest degree of skill
attained in this art.
Work representing the highest skill of the following pen-
men of national fame appears in this book: C. P. Zaner, E.
L. Brown, C. C. Canan, H. B. Lehman, W. E. Dennis, H. S.
Blanchard, H. W. Flickinger, L. M. Kelchner, E. L. Click, H.
L. Darner, L. Madarasz, R. S. Collins, H. P. Behrensmeyer, M.
B. Moore, L. Faretra, Lyman P. Spencer, E. A. Lupfer, F. B.
Courtney, Fielding Schofield, G. A. Gaskell, Clinton Skillman,
A. W. Dakin, J. A. Wesco.
Size 81/2 X 11 in., 80 pages beautifully bound.
The Zaner-Bloser Company
612 NORTH PARK STREET
COLUMBUS, OHIO
APRIL, 1937
No. 8
EDUCATION
^l^p,
^^w^iM^i
Tha Zaoiar-Blosenl^
--'^j^*'-.'
^^
SiiK9i»'-i-rf>--.
I'fSjSiiVii 3;iu:jj«S^aiw^*:i
Published monthly except July and August at 612 N. Park St.. Columbus, O., by the Zaner-Blcser Company. Entered
matter November 21, 1931, at the post office at Columbus. O.. under Act ol March 3, 1879. Subscription $1.25
The Educator
Summer School
July 6 to August 14
Intensive handwriting courses will be given at Tlie Zaner-
ian for students, teachers and supervisors. You can get the
following :
Methods in HaiKh\'riting for all grades
Methods in JManuscript Writing-
Practice of Teaching Penmanship
Supervision of Handwriting
Blackboard Writing & JNIethods
Business Writing, Analysis & Theory
Professional Penmanship
Ornamental Penmanship
Engrossers' Script
Text Or Diploma Lettering
Beginning & Achanced Engrossing
Illuminating & Designing
Commercial Lettering-
Most supervisors and special teachers of Handwriting
have received training in The Zanerian. If you have an ambi-
tion to improve your handwriting, j'our teaching of handwriting,
to become a special teacher or a supervisor of handwriting, or to
become a penman or engrosser, attend the Zanerian,
Write for catalog.
^:M2y/.
612 N. Park St.
Columbus, Ohio
The Educator
Summer
School For
Commercial
Teachers
The Bowling Green College of Commerce, which
has for more than thirty years specialized in the
training of Commercial Teachers and Accountants,
will this summer offer its best service through two
terms, one lieginning June 7 and ending July 10, the
other beginning July 12 and ending August M.
Twelve semester hours of credit. The usual high
type of professional training that this institution
has given to Commercial Teachers and Account-
ants will be given the coming summer, with many
new features and many improvements. A student
may begin a course, or take solid classroom work
for which he will get college credit, or he may take
professional training, or he may review, or he may
improve his certification standing, or he may im-
prove his chances for getting a position, or a better
one than he has.
Ask for Summer School Bulletin wliicli explains
courses, rates, and all details.
Bowling Green College of Commerce
of the
Bowling Green Business University, Inc.
Bowling Green, Kentucky
Only one hour's ride from Mammoth Cave
National Park.
New Standard Typewriting
N.\TH.\XIEL AlTHOLZ
Director of Commercial Education,
Board of Education, City of New York
by
and
Charles E. Smith
Specialist in Typewriting Instruction,
Trainer of Every ll'orld's Professional
Typewriting Champion
A new standard in presentation of
instruction material.
A new standard of convenience for
teacher and student.
A new standard of possible re-
sults.
The
Most Usable Text
Ever Devised
Reflects exceptional experience
Meets the common problems of the type-
writing classroom
Permits a simple and progressive method
of teaching
Offers abundant material, skillfully se-
lected and arranged
Simplifies the work of your typewriting
classes and assures better results.
Pitman Publishing Corporation • ^ew York and Chicago
The Educator
RIGHT
DOWNTOWN
Whether you're in St. Louit
on builneis or (or pleasure,
the De Soto's downtown lo-
cation will save you steps,
time and inconvenience.
CHOICE OF DINING ROOMS
The modernly decorated De Soto Grill and the spacious
CaFeteria cater to lovers o( Fine food. Choice wines and
liquors served in the Taproom.
O. P. GREATHOUSE M/f/\/ACEP
ST. LOUIS
Arnold's Japan Ink
W'c are lieadqiiarteis for Arnold's Japan Ink,
carrying a larger stock than any other dealer in
this country. When used according to the instruc-
tions which we send with every bottle, telling how
to get the best eifects, the ink is without doubt one
of the very finest to be had for executing fine pen-
manship, such as letter writing, card writing, flour-
ishing, etc. Practically all professional penmen use
this ink.
1 bottle, 4 oz., postpaid $ .50
1 pint $ .75 plus postage
1 quart 1.15 plus postage
ARNOLD'S WRITING FLUID
1 Pint (Pints only), plus postage $ .75
ZANERIAN WHITE INK
One bottle, postpaid 30c
One dozen bottles $3.30, postpaid
ZANERIAN
GOLD BRONZE POWDER
I oz. package, postpaid, 25c.
ZANERIAN GOLD INK
1 bottle 25c
1 dozen bottles, by express $2.00
The Zaner-Bloser Co.
612 N. Park St.,
Columbus, Ohio
JAL.
in de A
Hotel Philadelphian
FORMERLY HOTEL PENNSYLVANIA
Highly Recommended by Experienced Travelers the World Over for its Warm Hospi-
tality; its Excellent Cuisine Served in Comfortably Air-Conditioned Restaurants; its
Convenient Location to the Business Section; and its Unlimited Parking Facilities.
600 ROOMS with Bath From $2.50 Up
Danmel Crawford, Jr., Manager
39th and Chestnut Streets
PHILADELPHIA, PA.
The Educator
The Gregg Summer
Session for Teachers
Has for twenty-six years been "first with the last
word" in new but tested methods of getting results in
the teaching of shorthand, typewriting, and related
subjects. Thousands of graduates in this and other
countries enthusiastically recommend this highly special-
ized training.
Teachers of commercial subjects and those prepar-
ing to enter this profession will find the Gregg Summer
Session a well-spring of valuable information concern-
ing the very latest developments in this field. The
Functional Method of teaching shorthand will be fully
taught and exemplified by expert teachers.
Attractive courses of study, an unusually strong
teaching staff, a good Room Service, a free Teachers'
Placement Bureau, interesting recreational features, and
many other helpful advantages make a summer at
Gregg a most delightful and profitable experience.
The 1937 Session begins July 5 and closes August
13. Write today for special bulletin.
THE GREGG COLLEGE
6 North Michigan Avenue
Chicago, Illinois.
WIN A
CERTIFICATE
Now i.s the time to begin working-
for a beautiful penmanshijj certifi-
cate. Write for illu.strated catalog.
Specimens examined free. Student.s
sliould have their specimen.s sent in
by their teacher or O. K.'d by the
teacher.
THE ZANER-BLOSER
COMPANY
PENMANSHIP SPEOALISTS
612 N. Park St. Columbus, Ohio
No. 42 Gold Po
No. 2 Counting Ho
No. 28 Congressional
N.I. 1 College
Hand Finished
and Hand Tested
SPENCERIAN PE]\S
The perfection and uniformity of Spencer-
ian Pens can only be maintained by finishing
and testing each pen by hand. No mechan-
ical substitute has been found to take the
place of these important, exacting operations.
Thus every hand-made Spencerian pen is
known to match in flexibility or rigidity and
in every other characteristic the writing per-
formance of every pen similarly numbered
and classified. Vou may order your favor-
ite Spencerian by number confident always
that the pen you receive will i^erform exactly
as does the pen you have always been usinjr,
FREE TO PENMANSHIP INSTRUCTORS:
The instruction manual "The Spencerian
System of Muscular Movement Writing" and
samples of Spencerian School Series Steel
Pens will be sent to penmanship instructors
free on request. Please mention your usual
source of supply.
SINCE 1858
THE BEST PEN NAME
SPENCERIAN PEN COMPANY
349 Broadway, Dept. F New York, N. Y.
The Educator
A Prophecy Fulfilled
For years tyi)ewriting teachers have predicted that some day,
somehow, someone would produce a tyi)ing text that would mark a
new era in the teaching of typewriting. In the opinion of teachers
who have worked with us in the production of our new typewriting
program, this jMophecy has, in large measure, been fulfilled by
GREGG TYPING, SECOND EDITION, scheduled to come from
the press in April.
This new and re\ ised edition of Gregg Typing is a cooperati\'e product of
inanv of the best minds in the typing world. In the preparation of the text the
authors — INIr. Rupert P. SoRelle, Mr. Harold H. Smith, ^Nlr. Clyde I. Blanchard.
and Mr. William R. Foster (East Side High School, Rochester, New York) — have
been assisted by a score of the leading teachers of typing in the country. These
teachers have contributed to this new text their choice selections of exercise ma-
terial, and have personally tested and criticized the lessons in mamiscript form.
High Points of Book One
1. The entire alphabet is covered in a 8. Additional practice for the superior
preliminary way in four lessons. Each student is provided in each lesson,
new letter is introduced through easy 9 -y^^^ thousand most common words
word practice in a brand-new way. ^^^ introduced rapidly—
2. The next eight lessons continue this 101 at end of Lesson 3.
training, concentrating on one finger 185 at end of Lesson 5.
at a time. 3,S8 at end of Lesson 10.
3. Complete and meaningful sentences jq Skill-building routine is carefullv de-
are introduced in Lesson 3 ; para- veloped in the early lessons and ad-
graphs in Lesson 4. hered to throughout the course.
4. All early paragraph practice is alpha- 11. No humdrum practice on isolated
betic, and sets a new high for interest- words. Beginning with Lesson 5, the
ing and meaningful content. j,„]y ^ords used for special drill in
5. Every lesson contains forty minutes any lesson are selected from the para-
of planned practice, subordinating all graphs practiced in that lesson,
other factors to tlie acquisition of These word drills are called Flash
basic skill. Drills and Fingering Drills. Flash
ti. The beginning k^sons contain short Drills correspond to Brief-Form drills
exercises and short lines. Instructions. in shorthand. Fingering Drills con-
"busy work," and mechanical adjust- tain the words that are hard to finger,
ments are reduced to a minimum. \o The physical appearance and me-
7. All exercises through Lesson 12 are chanical construction of "Gregg Typ-
set up exactly as the student is to type ing, Second Edition."' will set new
them. standards in typewriting texts.
It will pay you to wait for this new book.
Place your order now for an examination copy.
THE GREGG PUBLISHING COMPANY
New York Chicago San Francisco Boston Toronto London Sydnej
2<^i^^^
Volume 42
COLUMBUS, OHIO, APRIL, 1937
The National Association of Penmanship
Teachers and Supervisors
Eighteenth Annual Meeting, Wardnian Park Hotel, Washington, D. C, April 29, 30, May 1, 1937.
Plans for the coming convention of
the National Association of Penman-
ship Teachers and Supervisors are
rapidly nearing completion and pres-
ent indications are, that our conven-
tion will be one of the most success-
ful in the annals of our association.
The officials of the Washington
Board of Trade are planning a most
royal reception for our delegates and
are making every effort to show us
the kind of hospitality for which their
city is noted. Many government
buildings, not ordinarily open to the
public, will, by special arrangement
made by the board, be open to us and
their splendid cooperation gives every
indication that we will long remember
our stay in the city.
The school department of the city
of Washington, has organized under
Mr. Robert L. Haycock, Assistant Su-
perintendent of Schools, Chairman of
the Washington Hospitality Commit-
tee, and Mrs. M. M. Boling, Director
of Handwriting, Chairman of the
Washington Convention Committee
and are planning exhibits, tours, en-
tertainment and a most gracious re-
ception for everyone in attendance.
The advance reservation for exhibit
space gives evidence that the exhibit
as heretofore will be one of the fea-
tures of the convention.
This year the innovation of combin-
ing the president's reception with a
round table discussion of current
handwriting problems will give an op-
portunity for an evening of educa-
tional profit and social contact.
The tours which are being arranged
for Friday would be well worth a visit
to Washington, if none of the other
features which are being offered were
given. The opportunity to visit these
Historic places in company with our
friends and associates is one of which
we should all avail ourselves. Group
pictures will be taken at each place.
Friday evening the annual banquet
promises to be a gala affair. It will
be held in the beautiful Continental
Room of the Wardman Park Hotel. A
very prominent guest of honor will be
present. Entertainment will be pro-
vided by a Washington Teachers'
Committee and dancing may be en-
joyed.
Send your membership at once to
Mr. F. J. Duffy, Director of Handwrit-
ing, Duluth, Minnesota, Treasurer, and
plan an exhibit of the work being done
in your schools. Application for ex-
hibit space may be made to Miss Doris
D. Almy, Secretary, 337 Walnut
Street, Fall River, Massachusetts.
Plan to be with us on April 29,
April 30 and May 1 in the beautiful
city of Washington, and we assure you
that the officers of your association,
the Washington Board of Trade, and
the Washington School Department
will do everything within their power
to arrange a program which will be
of pleasure and profit to all.
Very sincerely yours,
D. F. Harrigan, Jr.
President.
PROGRAM
Thursday
Address of Welcome
Hon. Melvin C. Hazen, President of
Board, District of Columbia Com-
mission.
Response to Address of Welcome
Mr. Raymond C. Goodfellow, Direc-
tor of Commercial Education and
Handwriting, Newark. N. J.
President's Address
Mr. D. Francis Harrigan, Director
of Handwriting, Peabody, Massa-
chusetts.
Address
Hon. George J. Bates, Member Con-
gress.
Subject : SCHOOL ADMINIS-
TRATION FINANCE.
Address
Prominent Superintendent of
Schools.
Thursday P. M.
SIGHT SEEING
Federal Buildings, City of Wash-
ington.
Address at Archives Building
Dorsey W. Hyde, Director of
Archival Service.
Trip through New Federal Bureau of
Investigation Buildings as guests
of department.
Thursday Evening
President Reception:
Guests, Committee Members Wash-
ington Teachers, Friends.
Round Table Conference — Discussion.
Friday A. M.
Tours Washington Teachers' Tours
Committee
MOUNT VERNON
ALEXANDRIA
ANNAPOLIS
WASHINGTON UNIVERSITY
Others in Preparation.
(C„nt,
page 15)
THE EDUCATOR
Published monthly (except July and August)
By THE ZANER-BLOSER CO.,
612 K. Park St., Columbus, O.
E. A. LUPFER Editor
PARKER ZANER BLOSER Business Mar.
SUBSCRIPTION PRICE. $1.25 A YEAR
(To Canada, 10c more; foreign, 30c more)
Single copy, 15c.
Change of address should be requested promptly
if possible, giving the old as well as
Adv
addn
ising rates furnished upon request.
EDUCATOR is the best mcdn
which to reach business college pi
and managers, commercial teachers a
and lovers of penmanship. Copy mi
office by the 10th of the month for t
rhe following month.
The Educator
Modern Hand^vriting
By E. A. Lupfer, Zanerian College, Columbus, Ohio
SELF CHECKING CHART
If the student will check his own
handwriting with this chart he will be
able to discover many of his own
weaknesses without the aid of his
teacher. It will also help teachers to
discover errors.
Students can profitably check each
others papers.
When one first looks at a hand writ-
ten letter he almost instantly forms
an opinion of the handwriting. One
gets a good or a poor impression from
that first look and usually that im-
pression is accurate and lasting.
Therefore, one of the most import-
ant things about handwriting is Gen-
eral Appearance. Let us consider
your handwriting first from the stand-
point of General Appearance; then try
to discover the things which help or
detract from good General Appear-
ance of writing.
1. General Appearance
Good?
Fair?
Poor?
Neat?
Careless ?
2. Margins
Even?
Crowded ?
Wide & Irregular?
3. Quality of Line
Good, clean, free?
Heavy, labored?
Faint ?
Shaded and uneven?
Blots and smeared places?
Mistakes and erasures?
Uniform ?
Too large ?
Too small ?
Irregrular?
Alignment?
Uniform ?
Uneven ?
Backhand ?
Too slanting?
6. Spacing
Uniform ?
Uneven ?
Crowded ?
Scattered ?
7. Movement
Good?
Slow and labored?
Wild and uncontrolled ?
8. Forms
Good?
Legible ?
Illegible in parts?
Loops ?
Turns ?
Angles ?
Capitals ?
Beginning strokes?
Ending strokes?
9. Position
Penholder?
Little finger ?
Wrist ?
Elbows ?
Back?
Head?
10. Material
Good paper?
Smooth pen?
Good ink?
11. Attitude
Do you like to write?
Do you realize that good hand-
writing will help you in school
and later in life?
Practice the retraced K large. The K should come down to the base line rather straight. Therefore, retrace
the straight stem. In making the stem come down to the base line straight, stop, then raise the pen. Do not
raise the pen at the base line while it is in motion. You will find the retracing of the compound curve good practice.
Keep on the line in making the K. Notice how even the spaces inside the K are above and below the loop.
In making the small k care should be used in getting the finish like in i. Do not slur the last part but come
dovim to the base line, then swing up gracefully. In order to help you we are giving you k with the under turn
or u exercise. Make the five k's without raising the pen, but stop on the little loop each time before making the
finish of the letter.
^ y %^
^)
T T'U.V^'2L^.,^u:^
The H and K are similar. Practice them together. Also notice the similarity between the H and K loop
and the loop in the V and U. Practice the large U exercise before making the U and V.
The Educator
f'i<d^^..<y7^^<^-T^..^K^<^^y
Trace the large s with a dry pen, then make one of your own very large and trace it. The s of course should
be one-fourth of a space high. Close the s at the bottom and in the joined s's swing through with a rolling motion
without raising the pen. The word summons and sure are easy in that the movement should be fluent. There are
very few pauses. The only pause seems to be on the o and r. The word soar is difficult in that you have a decided
slowing up of motion at the top of o, a and r. If you write this word too fast it will become careless in appearance.
/;
Practice the compound curve or figure 8 exercise. Be sure that the top and bottom are equal. Slant the
exercise so that the down stroke resembles the stem in the S. Practice the letter and exercise until you can make
a good S. Be sure that you stop on the hook before making the final stroke. Make the letter S on the blackboard,
erase all but the compound downward stroke and see if it is similar to the stem in the T.
Write the words and the abbreviations watching the space between the capital and small letters,
curving the upstroke of your S and do you get a nice swing at the base line?
Are you
-^-^^^^^^^^^^--^^-^^'^^^l^^^^ -^^^^
Practice the combination of letters found in the word September. This gives a good review of the small b.
It pays to frequently review.
10
The Educator
■^-'Z^:^--^2:^--^-t:^^?''Z,^^'^^^^-<^^
See that the hand slides freely over the paper. A free hand is necessary for speedy writing.
The L contains two compound curves and two loops. The top loop should be larger than the bottom loop.
The bottom loop should lay flat on the base line. Keep the crossing of the top loop rather low, making a long, full
graceful loop. Curve the beginning stroke well and swing the finishing stroke gracefully below the base line.
-",^^^<!^^^
In making the line of L's see how nearly alike you can make the upper loops.
Fame direction and be about the same distance across.
They should all slant in the
In writing the word Language keep the L and a close together.
same in size as the upper loop in the I.
See that the two loops in the g's are the
More mistakes are made on loops than any other group of letters. At least, loop letters when poorly made
stand out prominently. Every loop should be open. The back should be fairly straight. Make the retraced
exercise and five loops without raising the pen. It is a good plan to make several l's separately, then make the
connected group of l's.
In making the line of l's see that the top and bottom turns are the same in roundness. Are your loops
open or are they simply uncrossed t's ? Cover the top part of the 1 and you should have a good i. Cover up the letter
in the copy, then cover up your own. This comparison may help you.
In the words above see how uniform in size and proportion you can make the loops,
line should be as large as the loops below the line.
The loops above the
The Educator
11
Writing to be practical should be free. That is, you should be able to do it quickly and easy. Much attention
should, therefore, be given to the manner of writing. Use arm rather than finger movement. Some finger action
is permissible, but too much finger action will produce labored looking writing. The large muscles In the arm are
not so easily tired as the small muscles of the fingers. Therefore, when writing with arm movement all day one is
likely to tire less than if the small muscles of the fingers are used.
An excellent copy for supplementary practice. Notice the check marks and other points to which we have
called your attention in the copy.
Review the word reports and give additional study and practice to the small letter r and s.
f}_ZZZZ Z ZZ^.Z^^^ZZZ-Z
The Q begins the same as the W and ends the same as the L. The body part is made from the indirect oval.
Therefore, review the running oval exercise and the retraced exercise. Practice the retraced exercise in this
copy along with the letter. Draw slant lines touching the edges of the loops.
12
The Educator
An Evaluation of Manuscript Writing
By Frank N. Freeman
University of Chicago
Introduction of Manuscript
Writing
Vertical Writing — In the last decade
of the nineteenth century a new style
of writing was proposed, backed by
certain scientific facts and some con-
vincing arguments. Physicians and
students of school hygiene brought
evidence to support the contention
that the type of writing in vogue con-
duced to eyestrain and curvature of
the spine. They advocated the sub-
stitution of vertical writing, written
with the paper directly in front of the
pupil and square with the desk, the
pupil facing the desk with both arms
resting equally on it. The arguments
were widely accepted, vertical writing
was widely adopted, and millions of
pupils switched from slanting to ver-
tical style.
Short Lived — The fashion did not
last long. After about two decades
nearly all school systems had turned
back to slanting writing. School men
had discovered that, while certain
scientific facts favored vertical writ-
ing, other equally scientific facts were
unfavorable to it. It was discovered
by experience, and the discovery was
confirmed by motion-picture studies,
that a smooth, easy writing movement
requires that the hand swing across
the page with the elbow as a center
and the forearm as a radius. This
motion requires that the paper be
tilted. It was further discovered that
the essential demands underlying ver-
tical writing, namely, that the paper
be directly before the writer and that
the writer face the desk squarely with
both arms resting symmetrically on
it, could be met with slanting writing.
Consequently, in the return to slanting
writing modifications were made to in-
corporate these conditions.
Disorganization — Meanwhile, a gen-
eration of children had had their hand-
writing habits uprooted and disor-
ganized. The teaching profession had
learned by the costly method of whole-
sale practical experimentation what
might have been found out by sys-
tematic and comprehensive study and
evaluation of all the facts in the prob-
lem. Some scientific study was made,
to be sure, but it was too narrow and
too one-sided to constitute a safe
guide to practice.
The Analogy — The case of vertical
writing has been described at some
length because it furnishes a close
analogy to that of manuscript writ-
ing. Manuscript writing is advocated
by enthusiastic and progressive teach-
ers and is backed by some scientific
evidence. It has been adopted by some
private schools and a few of the smal-
ler public-school systems, but it has
not up to now swept the country as
did vertical writing. Mindful, perhaps,
of the case of vertical writing and in-
fluenced, possibly, by the general
scientific temper of the time, the edu-
cational profession has adopted a pol-
icy of watchful waiting until evidence
could be assembled which would make
possible a deliberate and balanced ap-
praisal. A great deal of evidence has
now accumulated, and it may be ap-
propriate to undertake to evaluate the
evidence and to judge whether manu-
script writing has made good its claim
to adoption or whether, perhaps, it
When to change from Print to
Script is a question uppermost in
the minds of teachers of handwrit-
ing today. The consensus of opin-
ion seems to be that the child
should change to script before the
habit of printing becomes habitual,
and yet print should be used long
enough to help in learning reading,
spelling and expression.
Dr. Freeman has done much
scientific investigation and re-
search. This article will be of
special interest to you.
should be used in a limited way and
some of its characteristics be incor-
porated into the conventional cursive
writing. We may first consider briefly
the claims made in support of manu-
script writing.
Historical Arguments Advanced
for Manuscript Writing
Two Styles — The first claim is based
on historical argument. The basic
historical fact is that modern hand-
writing is derived from an informal
style of writing used for everyday
communication which existed along-
side the more formal and careful style
of writing used for making books and
permanent records. The existence of
the two styles of writing from "time
immemorial" is clearly brought out by
the authority on paleography, E. A.
Lowe :
From lime immemorial there have exist-
ed the two kinds of script our specimens
shoiu: the set and the free, the formal and
the unlabored, the painstaking book script
and the quick, flowing cursive hand of
everyday life. The two answered differ-
ent purposes, their exigencies differed.
Il'hat printing is to us, the formal script
was to the generations before printing was
invented. And the cursive of the notaries
corresponded, roughly speaking, to our
modern handwriting.^
' Roger Fry and E. A. Lowe, English
Handwriting, p. 93. S.P.E. Trad No.
XXIII. London: Oxford University Press,
1926
Cursive vs. Book Printing — Cursive
writing, then, came into being in re-
sponse to the demand for an easy,
flowing style, and the fact that it ex-
isted parallel to the formal "book
script" shows, so far as historical evi-
dence can show, that it is better suited
to informal writing than is the "book
script," or manuscript viTiting.
The advocates of manuscript writ-
ing seem to imply that modern cursive
writing was developed to meet the re-
quirements, or at least the conveni-
ence, of copperplate engraving. There
are two versions of the argument.
One, given by Miss Wise,i traces "the
probable causes which led to the de-
' Marjorie Wise, On the Technique oj
Manuscript IVriting, p. xv New York:
Charles Scribner's Sons, 1924.
velopment of our modern running
hand" to the use of copperplate en-
gravings for the preparation of copy-
books for the teaching of writing after
the "Revival of Learning." The in-
fluence of engraving led to the joining
of letters, to the elaboration of capi-
tals, and to the increase in slant. A
somewhat less radical influence is at-
tributed to the engraver's art by Pro-
fessor James Shelley, who is one of
the authorities cited by Miss Wise, in
an article quoted in Manuscript Writ-
ing and Lettering:
ll'hen education became generally rec-
ognized as of national importance early in
the nineteenth century, and handwriting
became an important factor in such edu-
cation, the printed characters of books were
unsuited to the work of the pen, the tra-
ditions of manuscript writing in the Mid-
dle .Lges had been practically lost, and
teachers, when deciding upon the forms of
the written letters, instead of inquiring
into the basic principles upon which the
art of handwriting should be developed,
and attempting to determine the necessary
conditions which should govern lettering,
took over for imitation the results of an-
other and quite different art which hap-
pened to be fashionable, namely, the art
of engraving letters upon copperplate and
printing therefrom. -
2 Manuscript Writing and Lettering, pp.
29-30. London: Sir Isaac Pitman k Sons,
Ltd. (second edition).
Professor Shelley does not attribute
cursive writing as a whole to engrav-
ed copies, but only certain extrava-
gances of the forms current in the
nineteenth century. However, he
The Educator
13
somewhat inconsistently advocates go-
ing back not to a simpler cursive style
but to the formal "bookscript," which
never was used for informal writing.
If it is true that the former cursive
writing was corrupted by the art of
the engraver, the logical remedy would
seem to be to go back to the style
which was so corrupted and not to
return to a quite different style which
was used for making books rather
than for everyday communication. As
a matter of fact, the faults which are
complained of — the elaborate flour-
ishes, extreme slant, and in some cases
excessively long loops and angular
forms — had already been eliminated
from all modern writing, particularly
from American writing, before manu-
script writing came into fashion in
the schools.
Correct historical interpretation,
therefore, does not validate the claim
of manuscript writing as a form to
supplant cursive writing as a general
style of writing. If manuscript has a
valid claim, it will have to be based
on other grounds.
Scientific Comparisons of Manu-
script and Cursive Writing
Photo Analysis- -To explain the his-
torical fact that two styles of writ-
ing grew up, a formal style used in
making books and the informal cur-
sive style used in everyday communi-
cation, it is necessary to make an ex-
perimental analysis of the movement
used in writing the two styles. Such
an analysis was made by William H.
Gray, i who took motion-picture
photographs of a number of writers
who wrote both manuscript and cur-
sive with facility. He found several
fundamental dilterences between the
two. The most striking difference is
that the pen stroke in manuscript
writing is slower and more uniform
' William Henry Gray, "An Experi-
mental Comparison of the Movements in
Manuscript H'ritinri and Cursive If'ril-
inff," Journal of Eduiational Psye/iolnr/y,
.VA7 {April, 1930), 2^9-72.
in speed than in cursive writing. In
the cursive writing the pen stroke be-
comes much more rapid in the middle
of the longer lines. It slows down, of
course, at the sharp turns in the let-
ters. To put the difference in another
way, the manuscript writing is done
with a rather slow, drawing move-
ment, whereas the cursive writing is
done with a more rapid and a more
free, swinging stroke. This free stroke
is made possible by the modification
of the forms of the letters produced
by joining them together. As a re-
sult there are fewer places where
there is a sharp change in the direc-
tion of the stroke, with a consequent
slowing-down or pause. Contrary to
what might be expected, the actual
lifting of the pen does not slow down
the stroke itself. Slowing-down is
caused rather by the form of letters,
requiring numerous changes in direc-
tion. An example is the letter e. In
manuscript writing the first stroke is
horizontal and the circular stroke
which forms the main outline of the
letter meets this horizontal stroke at
a sharp angle. In cursive writing no
such angle exists.
Lines and Strokes — The lines and
strokes of manuscript and cursive
writing have been contrasted from the
point of view of the movements used
in producing them. A corresponding
contrast is presented by their appear-
ance. Because the strokes of manu-
script writing are at more clear-cut
angles to each other, the forms of the
letters are more clearly defined. In
cursive writing, on the other hand, as
the movement of one stroke changes
gradually into that of the next, so
the forms of the letters tend to blend
into one another. The consequence is
that manuscript writing is more legi-
ble than is cursive, particularly if an
attempt is made to distinguish the in-
dividual letters. Legibility — If it is
necessary only to distinguish the word
wholes in a familiar language, the
difference in legibility is much less. It
should be noted that the superiority in
legibility of manuscript writing is
marked only when the original or pure
Heard at N. A. P. T. S.
Our poor handwriting is not due
to any lack of knowledge of the art
among the teachers of penmanship.
It is because our school authorities
are not willing to recognize the im-
portance of plain handwriting or to
give a reasonable amount of time
to the teaching of it.
manuscript style is used. When this
style is modified to approach cursive
writing by slanting it and changing
the forms of the letters, greater speed
can be attained but the superiority in
legibility is lost.
Speed — As a final style of writing,
then, cursive is more rapid and some-
what less legible than is manuscript
writing. The superiority in speed is
sometimes denied, and figures are
given to show that manuscript writing-
is the more rapid. The contradiction
is only apparent and is due to the fact
that comparisons are sometimes made
with younger children and sometimes
with older children and adults. Kim-
mins, 1 for example, gives the results
' Murjorie Wise, op. cit., p. xi.
of tests of 9,264 girls who had written
manuscript writing for two years or
more. He finds that the younger chil-
dren write the manuscript style the
faster, whereas by thirteen years cur-
sive writing becomes faster. The
same contrast was found by Turner, -
Gray, 3 and Gates and Brown.+ It may
- Olive G. Turner, "Tlie Comparative
Leijihility and Speed of Manuscript If'rit-
inii and Cursive Handwriting," Elemen-
tary School Journal, XXX (June, 1930),
780-86.
■' William Henry Gray, op. cit.
^Arthur I. Gates and Helen Brown,
"Experimental Comparisons of Print-Script
and Cursive Writing," Journal of Educa-
tional Research, XX (June, 1929), 1-14.
be accepted as a fairly well-establish-
ed fact, then, that manuscript writing
is faster in the writing of younger
children and that cursive writing is
faster in the writing of older children
and adults.
Use of Manuscript Writing
in Early Grades
Early Training — This fact intro-
duces a new angle to the problem.
Thus far in this discussion manu-
script and cursive writing in general
have been under comparison. It now
seems that consideration must be
given to the adjustment of writing to
the capacities and the needs of young-
er and older children separately. The
conclusions which have thus far been
reached apply to the writing of older
persons and may need to be modified
in reference to young children. Since
the emphasis in the early stages of
writing is on learning to form the let-
ters correctly and in the later stages
on acquiring fluency and speed, it
seems quite possible that manuscript
writing may be better for one stage
and cursive writing for the other.
Easier to Learn In Lower Grades —
Examination will be made, therefore,
of the evidence concerning the suit-
ability of manuscript writing to the
child in the early grades. It has al-
ready been noted that young children
write the manuscript style more rap-
idly than the cursive. This fact indi-
cates that it is easier for them to
learn manuscript writing. Why man-
uscript writing should be easier to
learn is not difficult to understand.
Since the letters are separated, each
letter stands out as a distinct unit of
perception, and the unit of perception
is smaller, being the letter rather than
the word. The unit of movement is
also shorter. Furthermore, the child
does not have to learn to make the
connecting strokes. These strokes, be-
sides being additional elements to
write, vary somewhat according to the
letters which are being connected,
whereas the separate letters are con-
stant and invariable. Again, the con-
necting strokes change somewhat the
appearance of the letters themselves.
Finally, the manuscript letters resem-
ble printed letters, and the child's
familiarity with the printed letters is
therefore a greater help in learning
manuscript than in learning cursive
forms.
Early Expression — The earlier ac-
quisition of skill in writing the manu-
script style gives the child an earlier
facility in expressing himself in writ-
ing and therefore hastens the growth
of ability in written composition.
14
The Educator
Manuscript in Relation to Reading
— The relation between manuscript
writing and reading is mutual. Voor-
hisi has shown that the use of manu-
'T/ielmu G. Voorhis, Th,- Rrlativf Mrr-
ils of Cursivf and Manuscripi IVrilinr/.
Luuotn Stiioot Risiarch Studies. Nnc
York: Lintohi Si /tool of Teachers Colteije,
Columbia Iniversily, 1931.
script writing in Grade I definitely
hastens the growth of the ability to
read. The gain is so pronounced as to
be unmistakable. Because of the great
importance of reading, this fact must
be given due weight. It is reported
by teachers, on the basis of observa-
tion rather than experiment, that
manuscript writing also favors growth
in spelling. This result seems very
probable from the effect of manu-
script writing on reading. It is also
reported that children show more en-
thusiasm for manuscript writing in
the early grades. This attitude may
well be the consequence of the greater
ease with which they learn it.
Manuscript For Young, Cursive for
Older Pupils — If manuscript writing is
better for the young child and cursive
writing for the older pupil, can the
problem be solved by beginning with
manuscript and changing over to cur-
sive writing? This plan immediately
suggests the objection that such a
change may entail serious difficulty
and loss of skill. Fortunately, evi-
dence is available on this point. Stud-
ies by Winch i and by Gates and
Brown:; show that, if the change is
made not later than Grade III, it can
1 W. H. Wineb, " Print-Script and Curs-
ive-Script in Schools: An Iwvestigalion in
Neri'o-muscular Readjustments," Forum of
Education, II' (June and November,
1926), 123-38, 206-22.
-Arthur I. Gates and Helen Brown,
op. cit.
be accomplished with little retarda-
tion in progress. If the change is de-
layed until the writing habit has been
firmly fixed, the acquisition of the
new style is more difficult. Goetsch's
comparison of the writing in the later
grades of children who started with
manuscript and cursive writing re-
spectively, while not altogether con-
clusive, indicates that the early use of
manuscript writing has no detrimental
effect on the later writing of cursive. >
iWalter Robert Goetsch, ■'The Effect of
Early Training in llandiuriting on Later
IVriting and on Composition." Unpub-
lished Master's thesis, Department of Edu-
cation, University of Chicago, 1934. See
also " The Effect of Early llandivriling In-
struction," Elementary School .Inurnal,
XXXVl (December, 1935), 290-9S.
Reports Made by Primary Super-
visors on Current Practices and
Advantages and Disadvantages of
Manuscript Writing
In addition to the evidence from
scientific experiment which has been
cited, it is also worth while to con-
sider the trend of practice and the
opinion of teachers and supervisors.
To get information on these points,
the writer sent a questionnaire to 360
primary supervisors. Replies were re-
ceived from 218.
The most pertinent facts concerning
practice may first be summarized
briefly. Of those replying, about a
fourth now use manuscript writing.
The large majority of those who use
it introduced it during or before 1931,
fewer than a quarter having intro-
duced it since that date. Evidently
those who were not convinced of its
value during the early period of prop-
aganda are either awaiting further
evidence or have made up their minds
negatively. About 10 per cent of those
who tried manuscript writing have
discontinued using it.
In Grades 1 and 2 — Probably the
most significant fact concerns the
grades in which manuscript writing is
used. The distribution given in Table
I shows that of forty-nine reporting
on this point, thirty-two teach manu-
script writing only in Grade I or in
Grades I and II.
Opinions vs. Analysis — The opinions
of the persons replying are given in
Table II. It is significant to compare
these data with the results of experi-
ments and psychological analysis. The
respondents were asked to list both
the advantages and the disadvantages
of manuscript writing based on their
experience and conversation with
other teachers or supervisors. It is
evident that each of the first five ad-
vantages given by teachers coincide
with the advantage found in the ex-
periments. The sixth is obvious. It
is clear also that the first three apply
solely to writing in the early grades
and that the fourth and the fifth apply
more to these grades than to later
years. So far as the disadvantages
are concerned, it has been shown that
the first, which is most often men-
tioned, is not serious if the change is
made early. It is far outweighed by
the advantages. The second is based
on misinformation so far as the pri-
TABLE I
(jRADEs IN Which Manuscript Writing Is Taught in 4P
Schools Using That Style of Handwriting
Grades in
Which Taught
Number of
Schools
Grades in
Which Taught
Number of
Schools
I
13
19
6
0
0
I-VI
MI
I- VI I
1
I-lII
I-VIII
0
I-IV
MX
1
I-V
+
TABLE II
Advantages and Disadvantages of Manltscript Writing
Reported by Five or More Supervisors Using It
Advantages: dumber
Reporting
1. Easier to learn, less fatiguing, and gives better writing
(more legible and neat), easier to teach 40
2. Helps in early reading because of similarity of written
and printed forms 34
?i. Enables children much sooner to use writing as a form
of expression 15
4. Pupils like it and take pride in it, appreciate good writing 1 1
5. Helps in spelling 8
6. Is an aid to lettering in art and map work 5
Disadvantages :
1. Difficulty in changing to cursive 20
2. Slow or probably slow 8
3. Difficulty in transferring to schools which do not use it.... 7
4. Parents must be convinced 6
5. Less rhythmic and encourages finger movement and bad
posture 5
6. rOifficult to read cursive 5
The Educator
15
mary grades are concerned, for inves-
tigation has shown that in these
grades manuscript writing is faster.
The third and the fourth are adminis-
trative difficulties which are not seri-
ous. The fifth can be overcome by
proper methods of instruction and is
not serious in the first two grades.
The sLxth does not apply to the pri-
mary grades, where the children do
not need to read cursive writing. So
far as these opinions go. then, the ad-
vantages of manuscript writing in the
early grades far outweigh the disad-
vantages.
Time for Making Change to
Cursive Writing
If manuscript writing is taught in
the early grades and cursive writing
in the later grades, the question
arises: When shall the change be
made ? A consideration of all the
factors leads the writer to recommend
that the change be made in the latter
part of Grade II. The reasons for
this opinion are as follows: (1) The
advantage of ease of learning would
be lost if the pupils did not use manu-
script writing long enough to be able
to write it readily. (2) The ad-
vantage to reading probably extends
into the second year. (3) The ad-
vantage in enabling pupils to express
themselves freely in writing can be
obtained only if the pupils write in
manuscript style long enough to ac-
quire some fluency. (4) The change
should be put off until the pupil has
become mature enough to have the
skill to learn cursive writing easily:
otherwise, there is no advantage in
beginning with manuscript writing.
(5) The change should be made be-
fore the habit of manuscript writing
has become so firmly fixed as to make
the change difficult. (6) The ques-
tionnaire sent to primary supervisors
indicates that nearly all who begin
with manuscript writing change to
cursive writing in the latter part of
Grade II, or at the beginning of
Grade III. This fact shows that ex-
perience bears out the arguments
given.
Conclusions
Finally — The conclusions and prac-
tical applications follow naturally
from the facts which have been pre-
sented. They may be stated briefly:
(1) Historical evidence, experiment,
practice, and opinion indicate that
cursive writing is better for the upper
grades and for adult writing. ( 2 1
Experiment, the trend of practice, and
the opinion of those who have used it
indicate that manuscript writing is
preferable for beginners. (3) The
change should be made late enough to
secure the advantages of manuscript
^vriting as an initial style and early
enough to minimize the difficulty of
making the change. In the opinion
of the writer, the point at which the
change can probably best be made is
the second half of Grade II.
Reprinted wiili permission of the Elementary- School
Journal, Feb., 1936.
N. A. P, T, S.
(Continued from page 7)
Friday P. M.
Address
D. Frank W. Ballou, Superintendent
of Schools, Washington, D. C.
Address
Miss Bertha A. Connor, Director of
Handwriting, Boston, Massachu-
setts Public Schools.
Address
Mr. R. T. Harbo, Administrative
Assistant to J. Edgar Hoover.
Subject: Handwriting in Relation
to Crime.
Friday Evening
Annual Banquet — Dragon Room.
Wardman Park Hotel.
Entertainment — dancing.
Washington Teachers' Committee.
Hosts.
Saturday A.M.
Address
Dr. C. E. Walters. Chief of Organic
Chemistry Section, U. S. Bureau
of Standards.
Subject: Government Analysis of
School Inks.
Address
Mr. Bourdon W. Scribner, Chief of
Paper Section, U. S. Bureau of
Standards.
Subject: Government Analysis of
School Paper.
Address
Dr. John G. Kirk, Director of Com-
mercial Education and Handwrit-
ing, Philadelphia, Pa.
Address
Professor of Education, Georgetown
University.
Address
Prominent Massachusetts Superin-
tendent of Schools.
Saturday P. M.
Business Meeting.
By Curtis Hodges
One of the most interesting meet-
ings in the history of the National As-
sociation of Penmanship Teachers and
Supervisors will be held in Washing-
ton, April 29 to May 1.
The program which has been ar-
ranged by D. F. Harrigan, Jr., Presi-
dent of the Association, will be of out-
standing interest. It will include an
address by J. Edgar Hoover, Director
of the Federal Bureau of Investiga-
tion, or one of Mr. Hoover's assist-
ants. The subject of this address will
be "Handwriting in Relation to
Crime." There will also be an ad-
dress by Congressman George J.
Bates, whose subject will be "School
Administration Finance". Arrange-
ments have also been made for a talk
on the various qualities of ink and the
way to determine the best ink for
penmanship use. There will also be
an address on the qualities of writing
papers. These talks on writing papers
and ink will be given by experts from
the U. S. Bureau of Standards.
In connection with the meeting
there will be an exhibit put on by the
District of Columbia and many other
states.
Mrs. M. M. Boling of the Washing-
ton Schools who has been appointed
Chairman of the Convention Commit-
tee points out that not only will the
convention have a chance to enjoy a
wonderful program but also they will
have an opportunity to see the most
beautiful city in the world. One of
the sights will be a trip through the
new Archives Building which will be
directed by Dorsey W. Hyde, Chief
Archivist. Mr. Hyde will give a lec-
ture in the lecture room of the Arch-
ives Building.
The visitors will also have an op-
portunity to see the other buildings in
the Federal Triangle, all representing
the cost of more than two hundred
million dollars. Among other new
sights will be the stately Supreme
Court building, the new sixty acre
Union Station Plaza, the broad Con-
stitution Avenue leading from Union
Station to the Lincoln Memorial, the
Arlington Memorial Bridge erected at
a cost of ten million dollars and the
wonderful Mt. Vernon Highway lead-
ing to the old home of George Wash-
ington. These and many other sights
will be at the disposal of the visitors.
This should prove to be one of the
largest and most successful meetings
the Association has ever held.
MRS. HANNA A. WESTROPE
Funeral services for Mrs. Hannah
A. Westrope, 2215 Vine Street, Den-
ver, Colo., a resident of that city for
thirty years, were held January 9.
Mrs. Westrope died January 7 fol-
lowing a heart attack. She was 78
years old. She was born in Lancaster,
Pa., where she spent most of her early
life. She was married in Iowa to
Perry A. Westrope. Mr. Westrope
was a well-known penman. His fine
specimens grace the pages of many
scrapbooks. He was especially inter-
ested in penmen and did a lot to en-
courage and inspire young penmen.
He died in Denver a year ago.
Mrs. Westrope is survived by a
daughter, Mrs. Mildred M. Maier, of
Denver, who lives at the above ad-
dress.
16
The Educator
THE MOST PRECIOUS THING IN
THE WORLD
Some one has said, "Time is the
stuff hfe is made of." To put it an-
other way, time IS life, and, therefore,
it is the MOST PRECIOUS thing in
the world.
Next to TIME, in importance, is the
ABILITY to THINK. That's a broad
statement, but THINK it over! The
difference between an idiot and an
outstanding industrialist, business or
professional man is the ability to
THINK RIGHT, STRAIGHT and
CONSTRUCTIVELY.
The idiot was not endowed with
that ability, whereas the industrialist,
the business man, or the professional
man was endowed with it from birth
and has used it continuously to reach
and maintain the position he now oc-
cupies.
The reason so many young men and
women do not succeed in life is be-
cause they do not exercise their
THINKING faculties enough. They do
not stop to consider the VALUE of
TIME.
The ABILITY to THINK can be de-
veloped by using the BRAIN CELLS
the same as the MUSCLES OF THE
BODY can be developed by exercise.
It is largely a matter of HABIT, the
same as exercise has to become a
HABIT if we are to become an
ATHLETE.
There are a great many STU-
DENTS who get to a CERTAIN point
and never develop BEYOND that
point. Why? Because they do not
APPLY themselves as they should.
They do not THINK enough. They do
not appreciate the VALUE of TIME.
Let's remember that God gives us
only so much of that PRECIOUS
thing called "TIME". Just how much,
none of us can know in advance. But
we CAN, if we will just THINK, USE
the time, as it is meted out to us daily,
to the BEST ADVANTAGE.
Suppose every student in school
were to use his THINKING faculties
all the time; that he fully realized the
VALUE of his TIME and made the
proper USE of it ? Almost without
exception, he would become far more
EFFICIENT and would finish his
training — or acquire the ability to hold
a job — MUCH sooner. He would not
only be BETTER qualified to hold a
position, but he would advance much
MORE RAPIDLY and his EARN-
INGS, during the next few years,
would be MULTIPLIED.
Of course, we do not expect stu-
dents to be PERFECT, because we
realize they are HUMAN the same as
we; but we should like to see EVERY-
ONE get into the habit of THINK-
ING more and APPRECIATING the
VALUE of his TIME. We believe
that, if they would do this, they would
NOT spend so much time talking to
each other in the departments or in
the hallways; they would not waste
so much time in the rest-rooms; they
would respect the rights of others and
would not run wildly down the stair-
ways; they would not "forget" and
smoke in the hallway or in the study
halls, etc.
We believe that, if they really
STOPPED to THINK, they would
MAKE EACH MINUTE COUNT—
they would not SLIP AWAY FROM
SCHOOL, unnecessarily; they would
report to all classes on time and take
all the subjects included in the course,
enrolled for without having to be re-
minded or rounded up continually.
Yes, if students would really THINK,
they would appreciate the value of
time and would realize that rules and
regulations are for their benefit and
they would give their teachers and the
management their fullest co-operation
at all times.
PRESIDENT OF NATIONAL
COMMERCIAL TEACHERS
FEDERATION DIES
Leslie M. Hazen, president of the
N. C. T. F. died at his home in East
Cleveland, Ohio, on February 19. Mr.
Hazen was head of the commercial
department of the Shaw High School,
E. Cleveland. He was born in the old
Hazen homestead on the Limaville-
Marlboro Road. Graduated from Marl-
boro High School, from the normal
department of Mt. Union College, and
also was a graduate of the Canton
Actual Business College. Received
his Doctor of Science degree from Mt.
Union College in 1903. Was active in
the Federation for many years and
held memberships in Sigma Alpha
Epsilon fraternity, Linnean Literary
Society, the Dynamo Association, and
the Unionian staff while at Mt. Union.
He was a 32nd degree Mason.
The Educator extends its deepest
sympathy to his bereaved wife and
two brothers.
50TH ANNUAL GRADUATING
EXERCISES
We received an announcement of
the fiftieth annual graduating exer-
cises of Goldey College, Wilmington,
Del. This program gives a brief his-
tory of Goldey College and shows
photographs of the officers and per-
sonnel. The list of graduates con-
tained over ninety names. This
would indicate that Goldey College is
enjoying a very good enrollment.
This specimen was written by Lucy Danby, a studet
Del. H. F. Hudson is the penmanship itistructor. 1
very 6ne writers.
Beacom College, Wilmington,
>m College is turning out some
WINTERING IN FLORIDA
From our good friend, F. L. Faretra
of Boston, we learned that Fred S.
Heath, the well known penman of
Concord, N. H., has been in St. Peters-
burg, Fla., since January. Mr. Heath
went to Florida on account of his
health. We join his friends in wish-
ing him a very speedy recovery.
Mr. Faretra is teaching some classes
in penmanship at Boston University.
^ ^•
//
y
^ '- y ^
^
y^
The ornamental alphabet abo
of the Anest ever written by L. Madarasz. Each letter de:
loaned to us by C. W. Jones, Brockton, Mass.
your careful study. The two plates
18
The Educator
Ornamental Penmanship
Script by the late A. M. Wonnell
S"^^£g;^^
Keview Work. Each time you review a letter you see something new and acquire additional skill. Study the
letters in parts then apply them to words.
EDWARD C. MILLS
Script Specialists for Engraving Purposes
P. O. Drawer 982 Rochester. N. Y.
The finest script obtainable for model illus-
trations for bookkeeping texts, business forms;
works on correspondence, arithmetic, and for
readers, spellers, etc. By appointment only.
Pen Art "7™™
— my Pen
2 playful horses and landscape drawing and flourish,
9^4 X 12H $2.50
Home Sweet Home drawing, 2 birds' nests and
eggs, 9x10 $1.00
Bird flourish. 8x10 25
Your money back if not satisfied.
E. B. BEAN. Rt. 4. Blakely. Ga.
ENGROSSER WANTED
Young man with some experi-
ence in an Engrossing Studio, am-
bitious. Good chance for advance-
ment. Write at once to Box 653
c/o THE EDUCATOR
Columbus, Ohio
The Educator 19
This easy, free business writing by a fifth grade student is a credit to much of the writing done in many business offices. Doris Rawdin is to be
complimented on what she has accomplished and we hope that she will always use care in all of her writing. She is a pupil m the Columbia School,
Champaign, 111., Ethel Kesterson, supervisor.
/
_/
' ./
_/
/
'■/ / /
' ■; .<--'"7
, "^yi
'-
/
•t
■ - -
-
■ >
'.
^
•
A
-
l'-'
-/
•^
This free flowing, effective writing was done by Sue Rae Wascher, a second grade pupil in Lincoln School, Champaign, III., Ethel Kesterson, super-
visor. Pupils who learn to write large, free writii^ such as the above are able to do it with case and without any strain. The forms are large and easily
visualized and mastered. Large pencil writing for primary grades is always preferable to small, cramped writing.
20
The Educator
The Auto Game
An interesting way to secure good position
By J. A. Savage
Supervisor of Handwriting, Omaha, Nebr.
Here is an Automobile Game that I
have been using for many years to
help children to get correct position
and movement in their writing. It
never fails to create interest in the
class.
Each child may name the kind of
automobile he prefers. The muscle
of the upper arm is the engine that
propels the car. The muscle of the
forearm is the hind wheels. The fin-
gernails of the last two fingers are the
front wheels. The wrist is the body
of the car and should never drag. The
pen or pencil is the steering gear. It
should always point up toward the
driver and never lie against the run-
ning board (thumb). If the thumb is
kept well bent with only the end
touching the pencil (steering gear) on
the underside, opposite the first joint
of the index finger and pushing the
pencil up against the finger, the door
of the car (space between thumb and
pencil) will be wide open back of the
steering gear and above the running
board. If the automobile is now kept
turned far enough to the left to keep
the running board near the pavement
(paper) the hand will be in good writ-
ing position. Both the front and rear
wheels should, of course, be kept on
the pavement. The foot levers are al-
ways in front, and the feet should be
kept in readiness to be placed on the
levers at all times. Now go to the
filling station for a supply of gas
(ink) and you are ready to drive.
Crank the car by rolling on the mus-
cle (hind wheels) without touching
the pen to the paper. After the en-
gine is going well, drive (write) down
the street. (Space between blue lines
on paper is street, blue lines are side-
walks.) Driver should be very care-
ful not to skid across the sidewalks
except at regular crossings (lower
loops of y, g, etc.) Driver should be
careful to keep engine tuned up and
running and not to ride a bicycle
(writing with fingers). Children
should be required to keep cars ad-
justed properly and to drive carefully
in all written lessons. Variations may
be made in some of the details of pre-
senting the Automobile Game but I
am sure that you will get much good
from its use.
irds by J. R. McAllister, Struthen, Ohio.
The Educator
21
TRI-STATE COMMERCIAL
EDUCATION ASSOCIATION
The spring meeting of the Tri-State
Commercial Education Association
will be held at the William Penn Ho-
tel, Pittsburgh, Penna., April 23 and
24. The exhibitors' dinner in the
Adonis Room Friday, April 23 will be
followed by a Reception, Dance and
Cards in the Urban Room. The chair-
man in charge of arrangements is
Miss Edith M. Winchester of Carnegie
Institute of Technology. Dr. Elmer
G. Miller, chairman of the exhibits,
has reserved more space this year and
promises a regular "Business Progress
Fair" with prizes for attending mem-
bers. Members will register Friday
P.M. and Saturday 8:30 A.M. on the
17th floor. Mr. G. R. Fisher, the
president, announces the tentative
program for Saturday as follows:
Business meeting and election of
officers
Speakers:
Dr. Glenn Frank
University of Wisconsin
Dr. Frederick G. Nichols
Professor of Commercial Education
Harvard University
Dr. J. Meyers
Western Reserve University
Cleveland, Ohio
Mr. George Taylor of Fifth Avenue
High School is chairman of the fol-
lowing luncheon committee:
Miss Elsie Mares of Arsenal Junior
High School
Mr. Curtis Taylor of Donora High
School
Miss Amanda Gordon of Union High
School, Turtle Creek
Mr. Theodore Woodward of Lang-
ley High School
Mr. Bernard J. McCormick of Oliver
High School
This committee has arranged for
the group's entertainment by the na-
tionally known editor and speaker,
Thurman (Dusty) Miller of Wilming-
ton, Ohio. Due to the increased mem-
bership of the organization, prepara-
tion is being made to accommodate
1500 commercial teachers and friends.
CHESTER L. COOK
Chester L. Cook, an engrosser in the
Harris Studio, Chicago, whose magni-
ficent work has graced the pages of
The Educator from month to month,
was born on a farm near Golden, Illi-
nois, September 3, 1902. He studied
penmanship at the Gem City Business
College, Quincy, Illinois, under H. P.
Behrensmeyer. He began working for
the Harris Studio in 1922, this making
his fifteenth year with the studio. Mr.
Cook is one of the highest paid en-
grossers in the United States. He can
paint miniatures, portraits, land-
scapes, or anything in oil or water col-
or. His lettering and script are ex-
ceptionally fine. Some of his work
has been sent to many countries in
Europe and all over the United States.
Mr. Cook is happily married. He is
a tall, handsome, good-natured, very
dependable young man. He has vis-
ited the office of The Educator a num-
ber of times where he has greatly en-
joyed looking over the fine specimens
of pen work which grace the walls of
the Zanerian.
If you ever go to Chicago be sure
to look up the Harris Studio and meet
not only Mr. Cook but the rest of the
expert engrossers in that studio.
BELIEVE IN YOURSELF.
Booklet or Sheet Form— Artistic Designs-
Attractive Covers — Leather and Imitation.
Diploma Filling a Specialty. Send for Sam-
ples and Quotations.
Best Quality — Lowest Cost
HOWARD & BROWN
ROCKLAND MAINE
1937 "GEMS" 25c
Greatly Improved, Enlarged to 100 pages. Master-
pieces of Birds, Caps. Desipning, Engrossing, Let-
tering. Portraiture, Sigs, Writing, etc.
D. L. STODDARD,
R. R. 4, Box 141, Indianapolis, tnd.
Are you one who mistrusts his own
ability? It is true some have less con-
fidence in themselves than others have
in them. They may be correct.
If you don't believe in yourself, why
should anybody believe in you ? But if
you find others do believe in you,
doesn't it inspire you to merit their
confidence, and help you to believe In
yourself ?
Self-reliance and reliability posses-
sed consciously are life's greatest sat-
isfaction. They beget success in any
field of endeavor.
Look about you for someone who
believes in you. You will find that
some do. Then try to determine if
you believe as much in yourself.
Dare to venture. Try something —
something worth while. The world
can't defeat you. You defeat your-
self. The more unfairness and injus-
tice there is ; the more opportunity for
those willing to study, to understand,
and to oppose forces that cheat the
weak, the ignorant and unsuspecting.
Business education is armor, shield
and buckler in this war.
Business College is a specialty
school — nothing else takes its place
for offering business education.
Emporia Business College
Emporia, Kans.
Save Money
Book Form Diplomas
New, attractive designs lithographed to your
order on heavy Parchment for 5c each in quan'
Paper Covers, 6c each, and up.
Ncarleather Covers, 12c each, and up.
Genuine Leather Covers. 24c each, and up.
Send for free "Business School Catalog." It
will aid you in judging Diploma and Cover
values, also how to get the most for your ap-
propriation.
Martin Diploma Company
-- - Street, Boston, Ma^s.
by the Brunet Brothers. J. O. lives at 207 Lawndale Avenue, Norwood, Manitoba, which is a suburb of Wii
Lord Selkirk School, Winnipeg. Both are fancy skaters as well as fancy penmen.
22
The Educator
Lessons in Card Carving
By J. D. Carter, Deerfield, HI.
Lesson No. 7
In this lesson we are stressing an-
other special feature in design cutting
on the cards.
It is well for us to remember the
cards that give the best work for a
variety of designing are cut from
large cardboard which are made up
by pasting and pressing two, three,
four or more sheets of paper together;
thus we have two, three, and four ply
cardboards.
This gives us a chance to cut
through the first ply to form and raise
the design in relief without cutting
clear through the card.
In most designs it is sufficient to
cut through only one ply so if one is
skillful and has a sharp tool many
beautiful designs can be worked on
the two ply cardboard. For the be-
ginner, however, I would advise the
use of four ply cards of good stock.
I have used two ply cards in cut-
ting the design to illustrate this les-
son.
Before cutting this Lesson No. 7 on
card I would ask each one of you to
sketch a neat outline of the flower on
good white typewriting paper or some
good white paper with smooth surface
not too much glazed; using a No. 2
or a softer No. 1 pencil.
When the sketch is made quite clear
and heavy, fold the paper in a man-
ner so this design will be face down
on some other part of the same sheet
of paper. When this is done rub the
back of the design briskly with thumb
nail: a short smooth stick of wood or
similar smooth, hard substance, and
you find the design transferred clearly
in reverse order.
Now if you will go over this trans-
fer outline with soft pencil, you can
easily make 6 to 12 direct transfers
like the original.
By this method you can make many
transfers on cards for cutting.
If the design gets too dim; run over
the transfer outline again with soft
pencil.
This is known as the soft pencil
method of transfer and is often used
in the transfer of designs in many
lines of studio work.
When the outline has been trans-
ferred to the card, cut through the
first ply of card with point of sharp
knife.
Now proceed to separate the upper
ply in the design with the same knife
until you get a clear cut raised relief.
I shall be pleased to see some of
your work.
Criticism and Instruction on your
work for return postage.
■'. 1'
. d'r/Alr// ,//. /
HoA
CiYi: /im 'Jh'/in
«.
The Educator 23
ttlillinutJlBinjau
tnUcii fivin ui? oui- bclorc^ lca^c^',
liniUciuiJJBniian,
iBc-'l iRc!^c>ll'C^ that v.-'c^
3'lti* aliiiago ^rinri^iule'crUtli,
cxtcl'>^ to bi^ hnnilij our ^ccp ^^iiinpnthii in
tbit- houi* oft^orrow.
iBc Jt imrfhcri'^Ci^c»bc^ Unit,
Wbcrc:t^,lhc caurc o^c^acaHonhl t^kitc nn^
naHoi! ba^ t'uftcrc^ an irrc^'>ax*aHc iot?L> ,
WhcrcniStbc Cibj ofCbicaao bai? lot5t noh
opUi tt^ c^acaHonal lca^cr bat a oircaUm^
^b^inc^aii?lJc^ citizen,
^Vhcrcat^H3c Jcachcrt; bare lot^^t Hicir £-ampa
tbcHc coaiit'clor a^^ int?;?trintj gatbc,
\Vbcrcnt%tbc aouHi oFoar cihi bai>c [oet^
tbcir bct-t friciib,
tbat tbcj?c rc^olaHotij? be t^prca^ a;?oi2 Hic-
rccor^J^ of
(The (Xhtrngo prhtripnli?* (Xluh
anb tbat an cn^jro^^c^ ccy>i\ be e^cnl to Hk
:l^o^5ant- fainibj.
EngrasSBcl bf/ TTfe Zonrr Blasi-r Co
Prepared in the Zaner-Bloser Studio by W. L. Newark. Mr. Newark is a skilled engrosser and
accomplished artist.
24
kw,
/
\
tlu^ JH^/ocmhon for
itjvrii^^ <>l*mciv iltaat
inp ait zinpai'allci)
ATvicc m tlxcmtcxv>i^
i>r'ilxiy fo>5;,wc Ixcav^
cVtcrx^ to hfm our
The Educator
25
DESIGNING AND
ENGROSSING
By E. L. BROWN
Rockland, Maine
(Stc Opposiee Page)
Suggestion for an album page is
presented in this connection. The
decorative initial "J" will require more
time and study than rest of design,
and is an example of color values in
line and stipple. Remember that a
dark object requires a light ground,
in other words, light on dark and dark
on light is a general rule but not al-
ways observed to the letter, however.
Scroll work is rather difficult, and
is a real study. It is a good plan to
master a certain style and stick to it,
imtil you evolve an individualized
style by which you will be known.
Gather ideas here and there from
others but by no means become a
copyist. Changing and adopting
other's designs is tolerably permissible
but the making of exact copies is in-
excusable.
A pencil sketch is the first step and
it is better to make a carefully exe-
cuted drawing before inking. A color
scheme must also be worked out in
advance of the pen work. Outside of
the words, "Whereas" and "John
Ames" the lettering is all free hand.
A No. 212 lettering pen was used for
the smaller lettering excepting that
in last two lines. Study spacing and
arrangement carefully.
We will repeat, use only India ink
for pen drawing — Zanerian is excel-
lent. An Engrossers outfit should in-
clude a drawing board, T-square, and
ruling pens, a color box and brushes
of different sizes, assorted sizes of let-
tering pens, etc.
Again referring to lesson will call
your attention to the stippling used to
obtain the color tones. The upper and
lower part of panel the dots are quite
uniformly spaced, whereas, on the
darker portion random dots closely
spaced are used for the desired effect.
The scroll work must be lighter in
value for contrast. Aim for grada-
tion of tone from dark to light, and
avoid a "spotted" appearance. Outline
panel with a thick line. The upper
part of letter "J" may be either solid
black or finished like copy. This in-
itial would look nice in color and we
would recommend the use of the three
primary colors, red, blue and yellow,
mixed with Chinese white for this pur-
pose. If you can find a sample page
of illuminated work it would help you
greatly in obtaining proper color and
tone values.
State your problems and enclose
your work for criticisms and sugges-
tions.
practical method. Simply enclose dollar
CARDS
p. 0. Box 1028
Proctor, Minn,
306 E. Oakdale Ave.
Glcnsidc, Pa.
Home Study
Train for business leadership in your own home.
Courses in Accounting. Secretarial Science, and
Commerce. 30th year. Member National Home
Study Council. Placement service with superior
employment opportunities in the great Mid-
continent oil belt. Write for FREE bulletin.
Department E.
HILL'S BUSINESS UNIVERSITY
OklaJioma City, Okla.
' Thirty Years of Distinctive Service to Teacher and Employer
I Our specialty is placing commercial teachers. Our candidates have
I been sent to every state and several foreign countries. Let us help you.
ij Continental Teachers' Agency, Bowling Green, Ky.
HUFF
Teachers Aeencv shortage of commercal teachers
.r^gciiv-j- THE WEST and ALASKA
Need Commcrci,,! teachers with degrees. Could
ncit meet demand last year in this department. Cer-
tification booklet free to members. Enroll now.
Missoula, Montana
Member N. A. T. A.
ALBERT
Teachers' Agency
25 E. Jackson Blvd.,
Chicago, III.
Established 1885. Teachers of Commerce — Book-
keeping, Shorthand, Typewriting-, etc. in heavy de-
mand in 1936. Anticipate more calls in 1937.
Supply exhausted. Folder free. N. A. T. A.
"Correspondent'
Spokane, Wash.
53o-5th Ave., N. Y., Hyde Bldg.,
GOOD TEACHERS IN DEMAND. Write for Information.
Our
Field
ROCKY MT. TEACHERS' AGENCY
4tO U. S. NATL. BANK BLDG.
United
States
Largest Teachers' Agency in the West
Photo copies made from original, 25 for $1.50. Copyright Booklet,
"How to Apply and Secure Promotion, with Laws of Certification of
Western States, etc., etc.," free to members, 50c to non-members.
Every teacher needs it. Established 1906.
Lettering and Engrossins Alphabets
A book containing more than fifty useful alphabets. If you are
interested in learning lettering and engrossing this book will be a great
help to you and will be worth many times the small cost.
Lettering and Engrossing Alphabets $ .30
An ornamental Letter by Madarasz 30
An Artistic Ornamental Letter by Bloser 30
Pen Art Drawing, Running deer and dogs .20
Total value 1.10
All the above sent for 50
224 Main St., C. VY . JONES Brockton, Mass.
26
The Educator
GIVING HIS BEST
Fred Richardson, Ottawa, Ontario,
in sending in a club of subscriptions
enclosed some work from his stu-
dents. George Jackson is his star
left-handed penman. This young man
submitted some specimens which are
of a professional quality. In fact, we
have received many specimens from
professional penmen which were not
nearly so skillfully executed. There
was also some skillful ornamental
work from Jean McGregor.
Mr. Richardson is one of those good
hearted, efficient teachers who has
spent a lot of time and effort in get-
ting his own writing up to a high
standard. He has made several trips
to Columbus, Ohio, and spends part
of his noon hours teaching interested
pupils how to learn Old English and
do other styles of pen work. Some
day when Fred is gone his pupils will
look back and say. "There was a man
who was interested in his pupils and
who was willing to give more than his
salary called for."
MEMBERSHIP
in the National Association of
Penmanship Teachers and Super-
visors
a progressive fellowship spirit
and the purpose to give in order
to receive in dollars and service.
$1.00 if superintendent, principal,
or teacher; $3.00 if a supervisor
or director, to Miss Doris E.
Almy, Sec, Fall River, Mass., or
to The Educator.
now and get the benefits all
through the year. Plan to at-
tend the meeting in Washington,
D. C, April 39, 30, and May 1.
/ for Writing Perfection
Tn (Jive a "star-' writine p.Tfomi-
ance — the pen point must hv risht.
GiUoU's Steel Pens possess distinc-
tive qualities and there is a style
de.signed to fit every writine need.
Insure the writing perfection of
your pupils—standardize with Gil-
lotfs Steel Pens. Send lOe for
samples of S schnol pens.
<^
ALFRED FIELD & CO., INC.
93 Chambers Street, New York, N. Y.
SPECIAL
1 doz. Carved Cards $1.00
Sample Carved Card 15
High-class work assured.
J. D. CARTER, Deerfield, lU.
Are you working for a Penmanship
Certificate ?
"Hoiist Boal" al tdgcwater, N. J. Painted in oil by J. B. Haeuc, o( the Harint! Studio, New York. N "l .
The Educator
27
BOOK REVIEWS
Our readers are interested in books of merit,
but especially in books of interest and value to
commercial teachers including books of special
educational value and books on business subjects.
All such books will be briefly reviewed ia these
columns, the object being to give sufiScienC de-
scription of each to enable our readers to de*
tertnine its value.
Ideas for Letter Writers, by Guy W.
Battles. Published by Rieger's. Inc.,
319 Third Ave., Pittsburgh, Pa. Paper
cover, 123 pages.
The material fn "Ideas for Letter Writers" has
been assembled from addresses, sales talks, and in-
terviews given by the author; from letters written
in response to requests for information pertaining to
sales promotion and processes involved in dupli'
eating and mailing; from actual cases with which
the author has come in contact, and other sources
he has reason to regard as authentic.
Experience gained during more than ihirlythree
years in merchandising, sales promotion, and ad-
vertising have provided opportunities to observe
successes and failures; and in this presentation the
author has endeavored to discuss matters of interest
to those engaged in many lines of business.
Letters are prominently featured, as the author
has been especially impressed with the potential
sales possibilities of this helpful medium during re
cent years, in which millions of letters have passed
through his duplicating establishment. Many have
proved successful, but it has been his purpose to
explain why others have not fulfilled their mis-
sion; and also to suggest applications for many
lines of promotional activity.
Analysis of a product or service, its application
and the potential market, will impress the reader
with the possibilities of increasing business through
consistent advertising; and the author trusts that
the reader may arrive at a fuller appreciation of its
value in sales promotion . . . and put the letter to
Modern Business Letter Writing, by
Anne Boone. Published by The Ronald
Press Company, New York, N. Y.
Cloth cover, 251 pages.
Even on busy days when correspondence is heav-
iest, the tested methods given in this book will help
you produce good letters every time. Each letter
clear, definite, direct — disposing of every matter and
effectively accomplishing its purpose.
Miss Boone's successful work as supervisor of
correspondence for several nationally known con-
cerns has attracted wide attention. In this volume she
shows just what methods are used by these important
business organizations to obtain results they demand.
Using "Modern Business Letter Writing" is a good
deal like having Miss Boone add her efforts to your
staff, defining what must be done; showing those
who handle mail exactly ho
effic:
ncy.
Anyone who really wishes to do so can write
good business letters, says Miss Boone. Here she
gives the kind of instruction that warrants such a
statement: how to make letters concise but com-
plete; how to develop speed in handling. Treating
everything specifically, she gets down to the actual
details of sentences, phrases, even single words.
Important points are stressed in samples of well-
planned work; highlighted by faulty correspondence
offered in contrast.
A Teacher's Manual Designed for
Use With "Man and the Motor Car/'
by Herbert James Stack. Ph.D.. Di-
rector. Education Division, National
Bureau of Casualty & Surety Under-
writers, Lecturer, Teachers College,
Columbia University. Published by
National Bureau of Casualty and
Surety Underwriters, New York. N. Y.
Paper cover, 48 pages.
The traffic accident situation has produced a de-
mand by the public that automobile drivers be edu-
cated instead of being allowed to get their driving
habits through hit or miss methods, and that the
high schools of the country assume the responsibility
for doing the job. The fact that it is the young
drivers who have the worst accident record adds
urgency to the need for such an undertaking.
Automobile driving is one of the anticipated de-
lights of every Twentieth Century youngster. He
looks forward with eagerness to the time when he
can git behind the wheel of a car and control its
powerful machinery. The school could, therefore, find
few subjects more intimately related to the desires
and interests of students than the study of the
motor car. Here is certainly one point at which
education and life run along together. The indi-
cations are that the high school will accept this
mandate; several thousand schools are already doing
work in this field.
To meet these conditions, the National Bureau of
Casualty and Suretv Underwriters has published a
book entitled "Man and the Motor Car." This
was primarily designed for use in high schools.
Since, however, the subject is so new, it has
seemed particularly desirable to follow it with
something that would help teachers in the use of
the book.
In addition to a section on methods of teaching
the course, guide materials are supplied. These are
divided into sixteen units, which follow the chap-
ter divisions of the text. With each unit there is
a series of discussion questions. These questions
are designed to lead the class into the consideration
of problems that are related to the text material;
they are not review questions or examination ques-
tions such as are contained in the appendix to
"Man and the Motor Car."
Supplementing the discussion questions are short
lists of problems. These are simple research pro-
lects designed to present in a more concrete and
dramatic form some of the particularly important
matters that are treated in the text.
Steps for further enlisting the active interest of
the class are suggested in the activities recommended
for each unit. These activities are intended to
bring the students into close touch with the actual
situations that they may expect to encounter. In
most cases, these activities call for projects requir-
ing the co'operation of all members of the class.
Educators in a recent conference of the National
Safety Congress agreed that it is most important
that schools emphasise good driving attitudes; of
the three teaching fundamentals involved, namely,
knowledge, skill and attitudes, the latter is by far
the most important. Some of the questions and
activities included in the manual, which may at
first seem irrelevant are especially designed for the
development of such attitudes.
The pamphlet lists supplementary readings, vis-
ual materials, and tests which may be used in con-
nection with the course. Many of these publica-
obta
•itho
cha
The Secretary-Stenographer's Desk
Book, by William Allan Brooks.
Author of The Student's Handbook,
A. B. C. Shorthand System, with an
introduction by Andre Maurois. Pub-
lished by The National Library Press.
New York, N. Y. Cloth cover, 160
pages.
The Secretary-Stenographer's Desk Book is a
complete guide to correct business usage for the
entire office staff. It is a book that will help you
to solve at once hundreds of questions of correct
form usage and sound business practices — points
the way to better jobs and better pay by showing
you how to raise yourself to the standard of the
highly skilled, highly paid secretaries of big busi-
ness executives. It contains hundreds of personality
hints; efficiency suggestions; lists of words often
misspelled and confused; how to build a vocabulary;
rules for correct capitalisation; accurate punctuation;
all about letter writing; sources of useful informa-
tion; postal information; patents; copyrights; pass-
ports; weights and measures; special terminology
and information about advertising; publishing, in-
Thompson Business Practice Test,
by James M. Thompson, Instructor in
Management, School of Commerce.
New York University. Published by
World Book Company, Yonkers-on-
Hudson, New York.
The Thompson Business Practice Test provides
junior and senior high schools with an objective
of achievement in general business practice,
covers the major functions of business as
1 in various junior and senior high school
s and courses of study, known by such
s junior business training, introduction to
1937 GEMS
1937 Gems, assembled and published
by D. L. Stoddard, R. R. 4. Box 141,
Indianapolis, Ind., cardboard cover,
100 pages.
D. L. Stoddard has spent the greater part of his
life studying, admiring and producing pen work.
His little book. Gems, which is 31/2 in. x S'/z in.
contains a collection of beautiful pen work from
many of America's leading penmen. The size of
the book permits one to carry it with him in his
pocket. It is truly a vest pocket collection of
Gems and inspiration. We congratulate Mr. Stod-
dard upon this excellent book.
Office Economies, by Eugene J.
Benge. Published by The Ronald
Press Company, New York, N. Y.
Cloth cover, 151 pages.
This complete efficient guide to greater savings in
office maintenance can show you exactly how to
stop obvious but obstinate leaks and how to elim-
inate dangerously hidden wastes, through better or-
ganization, more efficient methods, trained person-
nel, more economical forms and more adequate
equipment.
Representing years of varied and practical busi-
ness experience. "Office Economies" offers on every
point from the purchase of rubber bands to the
training of employees, specific, remarkably effective
"1-2-3-4" directions you will apply to realize sav-
ings that will pay for the book many times over.
Each of its fifty money -saving sections point out
good ways and warn you against poor ways to go
about making any changes you decide are necessary.
Costs of different items are broken down to show
you what runs into money and what is of relatively
small importance. Lists of questions put the spot-
light on what needs correcting, show you where to
concentrate your effort. Every corrective device
and method prescribed has proved successful in
application by the author and other recognized per-
sonnel directors and management engineers.
Eugene J. Benge is widely known among office
executives for his cost reducing abilities. He has
gone through the mill of thorough training as an
office manager, personnel director, editor of the
page of office tips in a famous business magazine,
statistician, designer of office systems, and as man-
agement engineer for several nationally known con-
The McGhee Studio!
I Makers and Designers of
1 FINE DIPLOMAS
I Estimates furnished
! 143 East State Street
! Trenton, N. J.
Handwriting iVIerit Seals
These seals are designed
to be used as informal
awards to be pasted on
papers in handwriting or
gummed stock, and are
die-cut. AU are about
the size of the sample
throughout the year. Send
m cents for a complete
assortment of 12 seals, or
(10 cents for a gross as-
sortment. Address
No. 9
THE A. N. PALMER COMPANY
SS Fifth Avenue, Dept. E.NewYork. N.Y.
28
The Educator
lade by R. M. Maugans, Statesville, N. C. Mr. Maugans has followed corresponde
engrossing. He has whipped the writing into fine shape.
al penmanship and
■#:
J'|.'*<V
Pledged to Your Comfort
Away From Home
Seven hundred rooms each with radio loud-
speaker, circulating ice water, bed-head reading
lamp, bath and shower combination. Every con-
ceivable facility for a guest's comfort and conven-
ience. Famed Maryland cuisine. Experts in the
bars and Cocktail Lounge. Accepted place to en-
tertain friends.
Rates $3-$6 Single
We LORD BALTIMORE
Baltimore St. at Hanover
Baltimore, Maryland
The Educator
29
reread, ■■ i ■■ ■
\rAXi affunsc yroui^ficiicc fias seen fiV l:o caff
From oiiT mk^sl" cur bolouc^ cinproifcr
afi^ toifa I as s o c i ate
onnelt
BGcor6cr of .Ogc6^ op
hcrCu:^, urlnifc urc Fouj in KiimSlc suCinission bo
tfic iirifrof ai"! affmcrcitur^Prcator. UTC^^ccprif rcqrcP
fiisunHincfi^ demise. HVcrc fore 6c ih, •
i:. . . Jl'j puuje, tiTe cmploijccsot^tlic Hecor^cr oF
pccv'j otfice rHat-ti'fs'passincj' Kos^bcpriueli usora
taitfifufain'!? efficient cmi^rorrcr, qit^ q man urho
po^scs&c'b a rare qift' of qracfous qcnialthu tfial- luon ano
ban^care^ him lo an, an5» 6c il" furtHcr, -'
IcSoBjcC^, flxif as'a inar"^ cTrcspecf to Irisr stert^
fnq wortfi as a man aiii) of our fouc as a friend anb
associate, t-Kal" iKesre rcsofuHons fc eiicrrossrc^
_.^- ^ arn) prcsen{"c'b to Inis inolRcr anb &crorTG*$» oncs^
urno'nauG losb a fouina kiT^Jcr companion , ofi^'^crjot'Gb
Ic Htc ^ipi'>ro\iccscfllTc3\cccrv!crofI)G"G(?5of'ffcc
1^ suPscrifc^ hotfjisact I5rf our han'^s-; tfTis"
ttlTftu SC1.ICU. I - . I
,1 / ay^-'
iCK>'l/l-^-'Q<'»'^
S>
l!^
A beautiful piece of engrossing from Joseph W. Costello, Scranton Real Estate BIdg., Scranton, Pa., son of the late
P. W. Costello. We are certainly delighted that the engrossing studio which P. W. Costello established many years
ago is continuing to prosper and turn out such high class work. The above specimen resembles, to a large extent,
the work of the illustrious father.
30
The Educator
^\'E
Wf^Tr
m\\\0x\\\ JJitrrlimvilw
f
-; Qiiiiriiiiti'L'it Iiy tlfclHill —
■/0{J'/ :^/t<//^- r/^u///// : h/rt /////■/ /'/// ■'//■/;/■/////////.'//:)/ '/r/^////y ///////.)
A page of gems selected from D. L. Stoddard's 1937 edition of "Gems". It
a very beautiful page and typical of the work to be found in this handsoi
little penmanship book.
The Educator
31
Printing....
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WA.T K I isr s
PRINTING |ff| COMPANY
?40NORTH FOURTHSTREET \4l^ COLUMBUS , OHIO
i^ > MA.NiJO? MA,n5205 /^
School Activities
The National Extra C urrictilar Magazine
Our Best Testimonial and Proof
of unusual Reader Interest —
.... the number of School
Activities readers has in-
creased 400% during the
depression!
Many of our readers tell us that their copies of School
Activities are in constant demand not only in their
schools but at church and other community functions.
Subscription Rate — $2.00 per year
The School Activities Pub. Go.
1013 WEST SIXTH STREET
TOPEKA, KANSAS
Fascinating Pen Flourishing
F4SCINATING
PeinFlouris—*^
Z.ANER BLOSER COMPAN-S
Price, $1.00, Postpaid
Containing a Complete Course and a Collection
of Masterpieces Produced by Leading Penmen
The most pretentious work ever published which is de-
voted exclusively to the beautiful fascinating art of flourishing.
It starts at the beginning showing the student how to
make the simplest strokes and exercises and finishes with a
great variety of designs displaying the highest degree of skill
attained in this art.
Work representing the highest skill of the following pen-
men of national fame ajjpears in this book: C. P. Zaner, E.
L. Brown, C. C. Canan, H. B. Lehman, W. E. Dennis, H. S.
Blanchard, H. W. Flickinger, L. M. Kelchner. E. L. Click, H.
L. Darner, L. Madarasz, R. S. Collins, H. P. Behrensmeyer, M.
B. Moore, L. Faretra, Lyman P. Spencer, E. A. Lupfer, F. B.
Courtney, Fielding Schofield, G. A. Gaskell, Clinton Skillman,
A. W. Dakin, J. A. Wesco.
Size 8l/2 X 11 in., 80 pages beautifully bound.
The Zaner-Bloser Company
612 NORTH PARK STREET
COLUMBUS, OHIO
Vol. 42
MAY, 1937
No. 9
Published monthly except July and Ai.cust at 612 N. Park St., Columbus. 0-. by the Zancr-Bloscr Company. Fntered as sccond-cla,
matter November 21, 1931, at the post office at Columbus, (1.. under Act of March 3. 1879. Subscnptmn $1.25 a year.
The Educator
Summer School
July 6 to August 14
Intensive handwriting courses will he given at The Zaner-
ian for students, teachers and sujjervisors. You can get the
following:
Methods in Hand\\'riting for all grades
Methods in IMaimscript Writing-
Practice of Teaching Penmanship
Supervision of Handwriting-
Blackboard Writing- & INIethods
Business Writing, Analysis & Theorj-^
Professional Penmanship
Ornamental Pemnanship
Engrossers' Script
Text Or Diploma Lettering
Beginning & Advanced Engrossing
Illuminating- & Designing
Commercial Lettering-
Most supervisors and spici.d teachers of Handwriting
have received training in 'I'lir /ancrian. If you have an ambi-
tion to inij)rove your handwriting, your teaching of handwriting,
to become a special teacher or a sujiervisor of handwriting, or to
become a penman or engrosser, attend the Zanerian.
Write for catalog.
Zm2y?.
612 N. Park St.
Columbus, Ohio
The Educator
WIN A
CERTIFICATE
Now is the time to begin working
for a beautiful penmansliip certifi-
cate. Write for illustrated catalog.
Specimens examined free. Students
should have their specimens sent in
by their teacher or O. K.'d by the
teacher.
^
THE ZANER-BLOSER
COMPANY
PENMANSHIP SPECIALISTS
612 N. Park St.
Columbus, Ohio
The Gregg Summer
Session for Teachers
Has for twenty-six years been "first with the last
word'' in new but tested methods of getting results in
the teaching of shorthand, typewriting, and related
subjects. Thousands of graduates in this and other
countries enthusiastically recommend this highly special-
ized training.
Teachers of commercial subjects and those prepar-
ing to enter this profession will find the Gregg Summer
Session a well-spring of valuable information concern-
ing the very latest developments in this field. The
Functional Method of teaching shorthand will be fully
taught and exemplified by expert teachers.
Attractive courses of study, an unusually strong
teaching staff, a good Room Service, a free Teachers'
Placement Bureau, interesting recreational features, and
many other helpful advantages make a summer at
Gregg a most delightful and profitable experience.
The 1937 Session begins July 5 and closes August
13. Write today for special bulletin.
THE GREGG COLLEGE
6 North Michigan Avenue
Chicago, Illinois.
New Standard Typewriting
Nathaniel Althoi.z
Director of Commercial Education,
Board of Education, City of New York
and
Charles E. Smith
specialist in Typeivriting Instruction,
Trainer of Every World's Professional
Typeivriting Cliampion
A new standard in presentation of
instruction material.
A new standard of convenience for
teacher and student.
A new standard of possible re-
sults.
The
Most Usable Text
Ever Devised
Reflects exceptional experience
Meets tlie common problems of the type-
writing classroom
Permits a simple and progressive method
of teaching
Offers abundant material, skillfully se-
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Simplifies the work of your typewriting
classes and assures better results.
Pitman Publishing Corporation • ^ew York and Chicago
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Work representing the highest skill of the following pen-
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The Educator
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Economics — Basic Principles and Problems
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Key contains teaching suggestions and decisions on
all cases. r.ist Price, .$1.20.
Business Mathematics, College Edition
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French Commercial Correspondence
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Tliis practical text converts French into commercial
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THE GREGG PUBLISHING COMPANY
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COLUMBUS, OHIO, MAY, 1937
Fortieth Annual Convention Eastern
Commercial Teachers' Association
Was held in Boston, Mass., March
24, 25, 26 and 27 with an attendance
of around 3,000. The meeting was pro-
nounced the biggest and best in the
history of the association.
"Forty years ago the Association
was founded by a group of educators,
who, with the spirit of true pioneers,
struggled valiantly to win for the
commercial curriculum acknowledg-
ment of its rightful place in the gen-
eral scheme of education. Their work
was not in vain. With each passing
year, the Association grew in num-
bers, strength and influence. It ex-
tended its sphere of service and won
merited distinction for its leadership
in the field of business education. It
was instrumental in gaining recogni-
tion for commercial education as an
integral part of the educational pro-
grams of state and local communities.
We have just cause for celebration.
"Following its established policy of
devoting its educational program to
topics of professional and business
significance, the Association selected
for its discussions the theme, 'Meas-
uring for Vocational Ability in the
Field of Business Education.' "
Experienced business executives
and leaders in commercial education
participated in making this program
an outstanding one. The E. C. T. A.
is noted for its cooperative spirit of
service and good fellowship. It would
be hard to find an organization whose
various committee members served
more loyally. Every committee
seemed to function perfectly.
The program was one every com-
mercial teacher should have heard. We
wish that we had space to comment
upon each talk. The Yearbook may
W. E. Douglas
Goldey College, Wilmihgton, Delaware
Pres. E. C. T. A.
be secured from A. M. Lloyd, 1200
Walnut St., Philadelphia, Pa.
The penmanship section was under
the direction of John G. Kirk, Direc-
tor of Commercial Education. Phila-
delphia, Pa., and Miss Bertha A. Con-
nor, Director of Handwriting, Boston,
chairman. The penmanship section is
always given a prominent place and
we hope that penmen and persons In-
terested in teaching handwriting will
continue to give this department their
support.
The March of Time, a pictorial
retrospect of persons and events in the
life of the E. C. T. A., was presented
at the Banquet by Arnold M. Lloyd,
Banks Business College, Philadelphia.
The next convention will be held in
Philadelphia, April 13-16, 1938.
New oflScers are: President, William
E. Douglas, Goldey College, Wilming-
ton, Delaware; Vice President, Mrs.
Susette B. Tyler, Thomas Jefferson
High School, Richmond, Va.; Harry
I. Good; Nathaniel Altholz; Arnold M.
Lloyd; Peter L. Agnew; John G. Kirk;
Sadie L. Ziegler; Clinton A. Reed;
Edward P. Jennison.
WHAT ABOUT HANDWRITING?
W. S. Gray, a national authority on
reading, gave a report in the Journal
of Higher Education on an investiga-
tion of reading deficiencies of college
students. He found: "Limited mental
ability, limited vocabulary, inappro-
priate attitudes and ineffective habits
of thinking, persistence of immature
habits of early reading, and visual de-
fects." In other words, he found the
reading of many college students
far below standard, and that it hin-
dered their educational progress.
After the investigation a remedial
program designed to improve the
reading was developed.
We need not ask the results of a
handwriting investigation. The report
would show much illegible handwrit-
ing.
Good handwriting like good reading
is a valuable tool to any student in se-
curing an education. Where a student
of any school cannot write legibly, he
should be given work to improve his
handwriting.
It's funny that adults don't find out
that they can't write and prescribe
some remedial program. The ability
to write so others can read it is one
qualification of an educated person.
THE EDUCATOR
Published monthly (except July and August)
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E. A. LUPFER _ Editor
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EDUCi
^TOR is
the b
est med
urn
vhich
to reach b
tisiness
college
3ro-
nd ma
nagers, com
nercial
teachers
and
and lov
ers of penir
anship.
Copy n
rust
office by the 10th
of the II
onth for
the
of the following month.
The Educator
Modern Hand\vriting
By E. A. Lupfer, Zanerian College, Colunibus, Ohio
L?
Form and movement can be taught together. Slow labored writing is of little value, while scrawly illegible
writing is of no value. Try to do your writing so that it looks free and actually is written free and is unmistak-
ably readable.
..^^^-^-<>^-;--^/^-^^-
study the similarity between the q, a and f. The q begins the same as the a and ends the same as the f. The
loops in the two letters should be the same size. Cover up the loop in the q and you have a good a providing the
letter is properly made. Make a row of a's, then add the q loop to them. Compare this line of q's with a line of q's
which you have made in the ordinary way. This may help you in form study.
A copy with plenty of review material in it. It is well worth mastering each exercise if you have not
already done so.
-r't^^T" ^7^^^7"^y^ r r r r
r r^ f" f^ ^'T' ^ T
A good review lesson on the lower loops — master them.
The Educator
One of the best places to put handwriting into actual use is in the spelling lesson. Never permit scrawly
work in the spelling lesson. Many poor grades are received in spelling on account of poor writing. Practice each
word given above individually and as a group, and remember always to write carefully during the spelling lesson.
10
The Educator
V 1
^^ .^^^^-z^c-^^^'L—e^-^^
Another lesson on the Z. We believe in constantly revievvinpf letters. There are times when you should
force yourself to stick to one letter if for no other reason than self discipline. However, there is not a great deal
gained in practicing on a letter after you once lose interest in it. It is better to go on and come back to it.
The capitals X and Z begin the same. The first part of the X is the same as the top of the Z.
the capital Z is the same as in the small z with the exception it is slightly larger.
The loop in
This exercise will develop the rolling movement necessary in making the lower loop in the Z. Study the direc-
tion of the three loops in the Z.
Zanerians are usually good at making the capital Z because they write it so many times. Practice makes
for perfection, especially if you do your best each time.
Study the figures by making them large and retracing them. It would be well for you to retrace the copy
with a dry pen. Study the similarity and dissimilarity of the various figures.
/ X 3 i^ S
^ y S z u
o c^ (^ o ^"^
jf 3 2- 'y- :{
7 r f o / 7- 3 ^ ^ (^ y r y o
— n ~z:4^ f S' 1. ^ y J^ 2- ^ y
o o o o "O 'iy ^ o y C:> o y (^
''o o o o <^ d>^ Oi ^8' ^ 3 z ^^
/
2-
3 ^ s C y ^ y
o
/ :^ 3 ^ ^ ^ y ^ f
o
This plate groups the figures according to formation and gives exercises to develop the various parts. The
small push-pull exercise helps to develop the figures containing straight strokes. The 7, 5, 2 and 4 contain lateral
strokes. Therefore the lateral exercise should help. The 9, 6 and 0 contain ovals. The 0 is the same as the body
of the small letter o, while the 6 is the same as the last part of the capital X. The 9 is really an abbreviated g.
The 3 and 5 finish the same. There is a similarity between the 2 and 4. In making the 4 be sure to have the two
strokes tied together, otherwise the 4 will look like 21. Notice particularly that the 5 is made in two sections. The
top horizontal stroke is put on last and should be connected. Be careful to make your 7 and 2 distinct. Figures
must be made absolutely legible. Many low grades are made in mathematics because of poor figures. Pupils some-
times caiinot read their own figures.
The Educator
11
\ \ \
\ \ \
\ \ \
\ \ \
sS\S vS
\ \ \
->S3 \9
\ \ \
\ \\
\ \ \
\ N \
N \ \
CH (H <\(
\ \ N
<S cH W
\ \ \
^^^^
\ \ \
\ \ \
\ \ \
\ \ \
\ \ \
\ X \
\\\
\ \ \
\ \ \
\ \ \
(\ (H IN
\ \ \
w \
\ \ \
\ \ \
\ \ \
\ \ \
\ N \
\ \ \
\ \ \
\ \ \
\> ^ ^
\ \ \
\ \ \
0 Q ^
\ \ \
\ \ \
\ \ \
\ \ \
In practicing this copy turn the paper so that the ruled base lines help you in making straight columns.
This is an excellent arrangement for the teacher to count with the class. In the first three lines the teacher should
count one for each figure and dash. In the 1 and 4 combination the teacher should count 1, 2, 3, 4. Try a little
counting and see how much life you can put into the class in figure making.
7^ ^
■/*■•
^#^
2.
These different abbreviations should be thoroughly mastered. See that your figures fit in well with your
writing.
//^ -
/^
/OS- H-
3S-
^z.^ ^
^3
•sCy -^ r/
/J6 ^
//
2SZ- —
(.3
^77 -
7'
Co(f -i- s^7
2/6 -^
z^
/ZS' -r
^7
^^C -
■^7
^32. -i- JZ-
3/0 -
3/
23/ -^
33
z/^ -
73
JZO -^ yo
//^ -
3S
C>3y H-
f/
^V/ -r
77
37Z -^ f3
3zr -T-
^/
4^<5'-r H-
r/
^6,<f -^
^7
^fa -^ rr-
This copy makes good additional practice material.
In school and in business you should be able to write a large amount in a short time, and, of course, it should
be readable.
12
The Ediicator
Is Penmanship Important in Securing and
Performing Clerical Jobs?
By Miss Ragnhild Johnson, Personnel Director, Kendall
Mills, Walpole, Mass. (A talk given at the E. C. T. A.)
In the organization of a modern
business, we have come a long-
way from the single proprietor-
ship and the established family
firm of fifty years ago which em-
ployed a clerk and a bookkeeper
who kept meticulous ledgers in
carefully written numerals and
wrote letters in painstaking long-
hand. Today typewriters, book-
keeping machines, calculators,
tabulating equipment, teletype
machines are indispensable tools
in turning out the tremendous
quantity of reports and corre-
spondence essential to carrying on
the activities of a present-day cor-
poration which serves a wide ter-
ritory rather than a local com-
munity.
The clerk and the bookkeeper
have been supplanted by a vast
number of clerks and bookkeep-
ers, commonly referred to as our
"white collar" class. In a recent
report of the National Industrial
Conference Board entitled
"Women Workers and the Labor
Supply", some interesting data is
presented regarding the growth
of this clerical force from 1890
to 1930. Their analysis was based
on data obtained from the United
States Census of Occupations.
They considered four major cler-
ical occupations (1) clerks and
copyists, (2) Stenographers and
typists, (3) bookkeepers and ac-
countants, (4) Telegraph and
telephone operators. The total of
men and women employed in
these occupations in 1890 was
758,624 compared with 4,392,256
in 1930. The gain was distributed
as follows:
It is significant that the per-
centage of increase has far ex-
ceeded the growth in population.
For instance, the gain is there-
fore attributed to the extraordi-
nary expansion of this tj'pe of
work. Among the clerks and copy-
ists alone, there is an increase of
330 per cent, compared with a
population increase of 98 per cent
for the same period.
Is it not discourteous to send
a letter unless it is neat and
perfectly clear, so that the re-
cipient of the letter does not
have to worry and puzzle over
the contents?
1890
1930
1. Clerks and copyists 557,358 2.398,991
2. Stenographers and typists 33.418 811,190
3. Bookkeepers and
accountants 159.374 930.648
4. Telegraph and telephone
operators 8,474 251,427
The question that concerns us
this afternoon is whether the ma-
chine method has completely ab-
sorbed the functions of our mod-
ern office or whether these clerical
workers still rely to some extent
on their ability to write legibly in
order to perform their work satis-
factorily, I have limited the dis-
cussion to the application of
handwriting in business offices
and therefore have not included
at all the large number of people
who are engaged in sales work
where filling out order forms and
sales slips legibly is always im-
portant.
There appears to be a wide-
spread feeling among the public
that handwriting is of slight im-
portance today. Certainly the
signature of many a prominent
man is completely illegible but
that docs not mean he will toler-
ate figures he cannot read pre-
sented by one of his clerks. Most
of us can jirobably call to mind an
individual case where superior
writing h,is been a distinct asset.
In a recent issue of Time Maga-
zine is the story of Harrison Wil-
liams, a wealthy U. S. specialist
in utilities finance, whose chief
distinction may be that he- is the
husband of Mrs. Harrison Wil-
liams, "the best dressed woman in
the world". Time writes: "young
Harry's penmanship got him his
first job as a bookkeeper".
In order to present this subject
objectively, we have gone to a
representative group of eastern
firms employing several thousand
clerical workers with two issues:
1. The importance of hand-
writing in selecting employees,
2. The importance of hand-
writing in ])crforming the job.
Every firm questioned stated
that they preferred to have ap-
plicants fill out their applica-
tion blanks in longhand. This
may have two-fold significance:
1. That the specimen of hand-
writing so obtained is a criterion
in the applicant's qualifications.
2. That employment nianagers
still believe that they can read thr
character of the applicant in his
writing. Most of us who are re-
sponsible for selecting people will
deny the latter implication.
However, I think it is fair to as-
sume that employment managers
do consider legibility and neatness
of handwriting when they are fill-
ing jobs where they know a cer-
tain amount of writing is required.
Five comjjanies reported they
sometimes rejected applicants a I
once because of the quality of
their handwriting and the major
ity of concerns indicated that
other (jualifications being equal,
inferior penmanship would tend
to eliminate .-i particular applicant
in making the final selection, and
The Educator
13
certainly so if any amount of
handwriting' was re(|iiired.
A large insurance company
writes: "Most of our positions
are filled with young people just
out of high school. We are able
to place year in and year out
about one out of twenty-five.
Picking that one impartially and
fairly is quite a job. We must
hope for more or less minute dif-
ferences which gives one a super-
iority or apparent advantage.
After picking out about a dozen
applicants, the next step is to
score them on a number of minor
points. Penmanship is always in-
cluded in this scoring plan".
Several other concerns con-
firmed this same viewpoint, insist-
ing that in spite of mechanical
equipment, they still use pen and
ink.
No company reported using any
formal method of scoring or rat-
ing of the applicant's handwrit-
ing. Either the personnel officer
is not aware of the availability of
such scales or he feels he can
judge the quality of writing well
enough for his purposes merely
by looking at it.
For your interest, I have se-
lected at random ten application
blanks from our files that have
been filled out by persons seeking
clerical positions with us. I would
be glad to have you, who are pen-
manship experts, examine them
and pass on their legibility.
In analyzing the importance of
handwriting in performing cler-
ical jobs, we tried to find out on
what types of jobs legible writing
was a factor, whether both speed
and legibilit}' were considered es-
sential, whether any style of
iiandwriting was preferred, and
finall}' whether any specific train-
ing was given to improve the
worker's handwriting after he
went on the job.
Among some 5,000 clerical
workers reported, more than 50
j>er cent of the total were doing
some work that called for legible
handwriting. Bookkeeping and
accounting jobs headed the list of
those where handwriting is a cri-
terion; there the importance of
Should not
careless
hand-
writing be considered a
mark
of disorderly,
hit or miss
men-
tality?
good figures was emphasized
again and again. As one organ-
ization pointed out, you can guess
at a word but a figure must be
read exactly the same way by
every one. General clerical jobs,
not more specifically described,
were listed next in frequency,
with other jobs such as payroll,
order, inventory, invoice, schedule
clerks, sales correspondents, tele-
phone operators, and secretaries
included.
Legibility was rated more im-
portant than speed except by two
companies who paid on an incen-
tive plan. No style of handwrit-
ing is preferred ; legibility is the
essential quality. None of the
companies specified that they
wore giving specific instruction in
handwriting on the job. How-
ever, in some cases, supervisors do
criticize poor work. To me, it has
always been noteworthy that bank
clerks write neat, legible figures.
If no specific instruction is given,
the clerk himself must feel the
pressure of keeping the books up
to standard and acquire the skill
himself. It is true, of course, that
many of tliese clerks have had
business school accounting where
considerable emphasis is placed
on the appearance of the ledger.
I hope the eviden(!e presented
confirms your own conviction as
teachers of penmanship that there
is still a real need for good writ-
ing and that you are performing
an important service when you
teach students to write neatly and
distinctly. Undoubtedly good
penmanship is one of the "plus"
values every commercial student
should aim to possess. It will
promote favorable consideration
of his application, which is of the
greatest importance to him in
seeking employment. If the job
he goes on involves handwriting,
he not only creates a favorable
impression when data he presents
is well written, but he saves his
employer both time and money
by reducing clerical errors.
Employment managers and of-
fice supervisors feel that the re-
sponsibility for developing this
skill in students falls upon the
schools. We expect good writing,
but we are not willing to spend
the time and effort to develop it
among the people who come to
work for us.
?n, a student in the Eaton 8C Bu
penman and instructor.
14
The Educator
The Write Right Club
Columbia School, Champaig^n, HI.
Miss Blanche Cline — Principal
Miss Katherine Colyer — Writing
Chairman of Building
Miss Ethel Kesterson — Supervisor
of Handwriting
V. L. Nickell — Superintendent of
Schools.
The idea of organizing a writing
club at Columbia School was the out-
growth of suggestions made by Miss
Ethel Kesterson. our writing super-
visor. Under the leadership of Miss
Blanche Cline, principal, and Miss
Katherine Colyer, writing chairman
of Columbia School, this idea was first
discussed with all pupils early in Octo-
ber. To each room it was explained
that the chief purpose of the club was
to encourage and recognize good
writing not only in the writing class
but in all written work. The name
decided upon for the club was Colum-
bia Write Right Club. The six rules
to follow in order to become eligible
for membership were set up and ex-
plained. They became known as the
Write Right Recipe and are as fol-
lows:
1. Keep your arm on the desk.
2. Hold your pen right.
3. Keep your thumb still.
•1. Keep your thumb near your
paper.
5. Glide on the smooth part of the
third and fourth fingers.
6. Be able to make easy exercises
half way across the paper with-
out picking up the hand.
Late in October the club was organ-
ized with 17 charter members. A
large chart bearing these names and
using the Columbia School colors of
gold and brown was hung in the hall
where everyone could view it. This
honor served to interest children in
acquiring sufficient skill to become
members. Every few weeks a check-
up is made in each room in order that
any other children who are eligible
may be added to the club or any mem-
bers who have become ineligible may
be dropped. In order to remain a
member a child must have good writ-
ing habits, be able to write at least
as well as the standard for his grade,
and show evidence of a good "carry
over" in the writing in all subjects.
New members have been added until
in April there are 168 names on the
roll of the club.
In recognition of the superior stand-
ard of writing attained by these chil-
dren a white satin ribbon badge bear-
ing a seal significant of good writing
was awarded to each member of the
Columbia Write Right Club at a
special as.sembly of the children of the
school.
As a special project to show one use
for good writing the club members,
working in small groups, bought and
addressed valentines and gifts which
were sent to the children at Huling
Home, an orphanage in Rantoul. This
venture proved so interesting to the
children that many non-members be-
came so desirous of joining the club
that they began to exert added effort
in writing well. The interest stimu-
lated in good writing during the pur-
suit of this project was further evi-
denced by the improvement in the
"carry over" or applied writing in all
regular class work.
of the large "Write Right Club" of Columbia
School, Champaign, III.
High School Certificates.
this photo already ha
The Educator
15
Another very important means of
stimulating- interest in good writing
in the upper grades has been the plan
of writing for Zaner-Bloser Certifi-
cates. Most of the pupils of the sixth
grades have earned a Grammar
School Diploma while some of them
have the added honor of qualifying
for a High School Diploma. Over
half of the fifth grade children are
also eligible for the Grammar School
Diploma. A special list for each of
these fifth and sixth grade rooms is
kept posted in the hall. The addition
of each new group of names always
. results in an excited group of children
from all grades who are eager to see
the names of the newly honored chil-
dren.
Each week a different room in the
building displays a writing exhibit in
the hall. "Carry over" writing is
stressed in these exhibits so that this
plan serves to keep good writing ever
before the children of Columbia
School. All writing booklets, charts,
and projects made by any room at any
time during the year are also dis-
played on tables in the hall. The
many parents, teachers, and univer-
sity students who visit our school no-
tice and comment on the writing that
is being- done. Columbia School is
without doubt writing conscious this
year.
COMMERCIAL SCHOOL MAN DIES
Mr. L. C. Spencer, president of the
Spencer Business College, New Or-
leans, La., passed away on February
6 of heart attack.
As a commercial educator. L. C.
Spencer was a pioneer and achieved
greatness. In his younger days he
taught in the Keachie College from
which school he was graduated in
1888. He was, for a time, principal
of Macodoches High School. His first
business school was established in
Shreveport and in 1897 he opened his
school in New Orleans. Thousands of
young m.en and women received mod-
ern commercial training in his schools.
As an author and publisher of com-
mercial textbooks Mr. Spencer was
very successful. His books on short-
hand, typewriting, English and spell-
ing were used widely throughout the
South. Like many of the other busi-
ness college pioneers he believed in
practical education and, by his efforts,
he has helped commercial education
to attain a prominent place in our
educational system today,
Mr. Spencer served perseveringly,
intelligently and successfully.
INCREASED ENROLLMENT
Mr. A. D. Deibert, Principal of Dei-
bert's Private School, Philadelphia, N.
Y., in sending in specimens of his stu-
dents' work, reports that his school is
enjoying the largest enrollment since
1931.
Judging from the quality of the
work submitted, his students are do-
ing better work in handwriting than
they have ever done. The standard, as
a whole, is very high and a number of
these students are considerably above
the average for business college stu-
dents.
SIGHT-SAVING CLASSES
Summer courses for the training of
teachers and supervisors of sight-sav-
ing classes will be conducted in West-
ern Reserve University, Cleveland,
Ohio; Wayne University, Detroit,
Michigan; and Teachers College, Co-
lumbia University, New York City.
Those who wish to specialize in sight-
saving work should write for detailed
information to the National Society
for the Prevention of Blindness, 50
West 50th Street, New York, N. Y.
D^TTT/TTT/y- Cc^^^^i^/72^i<^
•s^
7
With large, free writing like the above Tommy can express his thoughts in an ideal way. Who can i
and his teacher Zula B. Marsh of Mole Hill, W. Va.
legibly? We compliment Tommy
16
The Educator
Roger W. Babson, the great Statis-
tician, says: "Business men are learn-
ing how to invest their money, but
they have NOT learned how best to
invest their TIME. Time is a GREAT-
ER FACTOR in our success than
either property or credit. TIME IS
CAPITAL."
NO ONE has ever given sounder
advice to anybody — young or old, men
or women. Time is, by far, our —
YOUR— greatest asset. It is the
greatest factor in success. Indeed,
time IS capital . . . The greatest dif-
ference between men and women who
get somewhere and those who do not,
is due largely to their differing ap-
preciations of time. Some make the
most of it. Others do not.
"Tempus fugit" — time flies — says a
Latin proverb. This is misleading.
Time is without limit. Time goes on
forever. It is YOU who "fly". It is
YOU who pass quickly. YOUR days
of opportunity for a real start toward
a successful future are limited. YOU
are limited. So, if you are to make
the most of YOU, you must know how
to make the most of TIME.
Punctuality and regularity in at-
tendance are absolutely essential to
success. The student should feel it
just as much his duty to be on time,
and to be at his desk every session
from Monday morning until Friday
afternoon, inclusive, as if he had a
position in some bank or business of-
fice. Too many students give "illness"
as their reason for being absent. Re-
m ember, business men want
HEALTHY young people to work for
them.
You make your own record. Your
school cannot recommend you unless
you make a GOOD RECORD — unless
you attend school regularly and get
there on time, apply yourself well at
all times, and master your course
thoroughly.
Make every minute count! When
you waste your time in school or fail
to study outside of school, you are
just hurting yourself. Don't loaf on
the street, or elsewhere, after school
and on Saturday; use your time on
your books. You have only so much
time; use it to the best advantage.
Your future depends on how you use
your time NOW.
Remember, you are as much a part
of the school as any of the teachers.
Help to make the school you attend
as GOOD a school as possible.
STOP! — Here It Is.
LEARN
how to letter and desitju busine&s-
bringmg showcards for- your own
-Miakint' sideliiit— 'lOO to Hum per
W. A. THOMPSON SCHOOL.
Booklet or Sheet Form~.^^tistic Designs-
Attractive Covers— Leather and Imitation.
Diploma Filling a Specialty. Send for Sam-
ples and Quotations.
Best Quality — • Lowest Cost
HOWARD & BROWN
ROCKLAND MAINE
? -5' -Z.-<-<?-T-r-
■c^e^
j:)^-r£x3 -r- £ A c /^ /s ft
The above certificate was prepared by Mr. G. R. Brunet, Lord Selkirk School, Winnipeg. This
tificate is appreciated very much by the studei
The Educator
17
Lessons in Modern Engrosser's Script
Prepared in the office of The Educator
No. 8
Make the capital letters as best you can, then compare your efforts with the copy. Try to discover which
of your letters are the weakest and practice upon them individually. If you have not previously practiced capital
letters take each letter by itself and work upon it until you have a good knowledge of form and until you have
enough skill to make a row of good letters.
Arrange the letters according to similarity of form. For instance, the A, M, and N have similar beginning
strokes. The compound curve in B, D, F, G, L., P, R, S, and T are similar. Notice also the similarity of the begin-
ning stroke of the H, K, U, V, W, and Z. We have a similar beginning loop on B, F. P, Q, R, T, U, X, and Y. You
will also notice the similarity of ending strokes like the C and E, H, K and R, Q and L. When mastering one letter
you will be able to make part of some other letter.
After mastering the capitals, proceed with the figures. The figures presented are good, usable figures for
quick, rapid work. Master one style well. Be sure that your figures are plain and carefully made. Devote most of
your time to the capitals and figures since you have spent a great deal of time on the lower case letters in previous
lessons. We will be pleased to e.xamine your practice work.
y2J^.j67J^90J2'3-¥S67J'^OJ23^/S67f'&a/23^y6
STEEL
PENS
for Writing Perfection
To give a •'star" writinc perform-
ance— the pen point must be right.
Giilott's Steel Pens possess distinc-
rive ciualities and there is a style
designed to ftt every writing need.
Insure the writing perfection of
your pupils—standardize with Gii-
lott's Steel Pens. Send 10c for
samples of 8 school pens.
^
<x
ALFRED FIELD & CO., INC.
93 Chambers Street. NewYoik, N. Y.
Handwriting Merit Seals
These seals are designed
to be used as informal
awards to be pasted on
papers in handwriting or
other subjects. They are
printed in two colors on
gummed stock, and are
die-cut. All are about
the size of the sample
shown. Some are sea-
sonal in appeal (pumpkin,
Santa Claus, Valentine
Heart, Washington, etc. 1
while others may be used
equally well at any time
throughout the year. Send
10 cents for a complete
assortment of 12 seals, or
on cents for a gross as-
^^ g soriment. Address
THE A. N. PALMER COMPANY
SS Fifth Avenue. Dept. E. NewYork. N.Y.
Save Money
Book Form Diplomas
New. attractive designs lithographed to your
order on heavy Parchment for 5c each in quan-
tities.
Paper Covers, 6c each, and up.
Nearleather Covers, 12c each, and up.
Genuine Leather Covers. 24c each, and up.
Send for free "Business School Catalog." It
will aid you in judging Diploma and Cover
values, also how to get the most for your ap'
propnation.
Martin Diploma Company
87 Summer Street, Boston, Mass.
18
The Educator
Ornamental Penmanship
Script by the late A. M. Wonnell
Practice these letters and names, but if your name does not end in "er" do not become discouraged because
Courtney, Brownfield, Faretra, Leslie, Fields, Baird, Jones, Smith, Thompson and a host of other fine penmen's
names end in letters other than "er".
Review the difficult letters in previous lessons.
One can never do too much review work. Each time you review a letter you will see something new, some-
thing which you have overlooked.
Send your practice work to The Educator for suggestions.
The Educator
19
<::Ly
--^ C^ cpO
.^^
-5^ .^-
^^
<f^ '^ ^ /^3 ¥S'6yf^O
Strong practical bu
rittng by a student of C. W. Cannon, of the Cannon School of Bu;
milar results from his large class of students. We congratulate hin
1 his efficien
HONOR SOCIETY ADOPTS
"60 UNIVERSAL" AWARD
"60 Universal" is a new feature of
the awards to students of typing in
business schools and high schools of-
fered by the International Honor
Society for Business Education. "60
Universal" is a new award given for
a net typing speed of 60 words a min-
ute or more and carries with it a gold
pin similar in design to the "70 Inter-
national" pin awarded by the Society
for 70 words a minute typing speed.
The purpose of the Society is to
meet the ever increasing demand of
the business world for higher skill in
the techniques of business. The "70
International" and "60 Universal" typ-
ing awards are designed to inspire
teachers and students to strive for
outstanding results in speed and ac-
curacy. The keynote of the plan is to
stimulate the motive of rivalry and to
give recognition for outstanding per-
formance. Any student, teacher, typ-
ist or stenographer who can meet the
requirements of the Society's tests is
eligible to win either the "60 Uni-
versal" or "70 International" awards.
The Grand President of the Interna-
tional Honor Society for Business
Education is J. I. Kinman, President,
Kinman Business University, Spokane.
SPECIAL
1 doz. Carved Cards $1.00
Sample Carved Card 15
High-class work assured.
J. D. CARTER, Deerfield, 111.
COMBINATIONS
sible. Instructions cover-
ing most practical method. Simply enclose dollar
bill with your name and we're off to the races.
Satisfaction or money back.
C. 0. ELLEFSON
P. 0. Box 1028 Proctor. Minn.
The McGhee Studio
Makers and Designers of
FINE DIPLOMAS
Estimates furnished
143 East State Street
Trenton, N. J.
20
The Ediicatot
HOMER O. WARREN
Homer O. Warren, principal and one
of the proprietors of the Troy Busi-
ness College, Troy, N. Y., for the past
thirty years, died on February 19.
Mr. Warren occupied a very prom-
inent position in commercial educa-
tion throughout the United States and
especially in New York State. He
was identified with commercial educa-
tion since receiving his early educa-
tion in Ashtabula. Ohio, where he was
born in 1874. He took work in com-
mercial education in the Grand River
Institute at Ostenburg, Ohio, Spen-
cerian College, Cleveland, Ohio, and
several other commercial schools. He
established a business college in Ash-
tabula and in 1905 went to Troy, New
York, as principal of the commercial
department of the Troy Business Col-
lege, which he later purchased in con-
nection with William H. Aderhold.
Mr. Warren was a very skillful pen-
man and took pride in the penmanship
department of the Troy Business Col-
lege. Mr. Warren received his pen-
manship training in the Zanerian Col-
lege, Columbus, first attending in 1896
and later returning in 1909 for addi-
tional work. Through his influence
his partner, Mr. Aderhold, attended
The Zanerian.
Mr. Warren for years was a very
active worker in the N. C. T. F. He
was very active in various local and
national organizations and was identi-
fied with the Church of Christ. He
was a man of strong personality and
conducted a very thorough school.
He is survived by his wife and four
children.
G. Laurens Atwill has been em-
ployed by the Troy Business College,
Troy, N. Y. He began his work with
that institution last September.
I TE.ACH BY M.AII.
.Ml Supplies furnished. Write
for details and my book. "How
Expert Penman, "
FREE! Your name will be
elegantly written on a card if you
enclose stamp to pay postage.
Write today!
T. M. TEVIS Box 25-C, Chillic
EDWARD G. MILLS
Script Specialists for Engraving Purposes
P. O. Drawer 982 Rochester, N.
The 6nest script obtainable for model illi
bookkeeping texts, bu
:orrespondence, arithmf
Hers. etc. By appcintn
md fo
,nly.
The Educator
21
PENMANSHIP
Only a very wise man could say
which, of all the inventions of the
ages, was most important. A good
case might be made for the invention
of writing. It was a memorable day
for the world when some man or men
figured out a series of symbols which
by common consent were to represent
certain ideas, because that one inven-
tion made possible the capture of the
great thoughts of the past and their
transmission to the most distant ages.
Writing was known and practiced
many long centuries before the print-
ing press and the typewriter were
dreamed of. Skill in the art of writ-
ing was a coveted accomplishment
and scribes, as they were called, oc-
cupied a high social position in the
days when the copying of manuscripts
was an exalted profession.
These men took as conscientious
care that their writing should be beau-
tiful as Rembrandt that his convases
should be perfect, or Wagner that his
operas should be magnificent. They
set us an impressive example.
What is more irritating than to get
a letter from a valued friend written
so illegibly that not even a contortion-
ist could decipher its message ? A
Hollywood beauty attired in filthy
rags is not a more disappointing ex-
perience. What shall it profit a writer
if his thought be celestial but his pen-
manship execrable ?
Few skills of the hand will pay bet-
ter dividends to a young man or
woman than dexterity with the pen.
Let him learn to write legibly, boldly,
beautifully, and so plainly that a way-
faring man though a fool need not err
therein, and he will have cause for
gratitude for the rest of his days.
— The Columbus Dispatch.
hsA
HOWARD C. STRALEY RECEIVES
PROFESSIONAL CERTIFICATE
We want to congratulate Howard
C. Straley of the Marietta Business
Institute, Marietta, Ohio, on his fine
penwork which recently captured one
of the Educator Professional Penman-
ship Certificates. Mr. Straley is mak-
ing rapid strides in the penmanship
profession.
Recently Mr. Straley brought his
penmanship students to Columbus and
took them through the Zanerian Col-
lege, where they viewed the collection
of specimens of master penmen of
both the past and present.
Some of the daintiest specimens we
have received lately have been re-
ceived from H. J. Ennis, 2315 North-
east 40th Avenue, Portland, Oregon.
The lines were so faint and delicate
that the engraver was unable to make
reproductions. Mr. Ennis is one of
the skillful penmen of the Pacific
Coast.
rcoal drawing by David J. Person, Carlhagc, S. D. One
to become a fine penman will never regret spending s
PLEDGED TO YOUR
COMFORT
Seven hundred rooms each
with radio loudspeaker, circula-
ting ice water, bed-head reading
huiip, bath and shower combina-
tion. E\ery conceivable facility
for a guest's comfort and con-
venience. Famed Maryland
cuisine. Experts in the bars and
Cocktail Lounge. Accepted
place to entertain friends.
Rates $3-$6 Single
Hotel
LORD BALTIMORE
BALTIMORE . MARYLAND
H. N. BUSICK, Mng. Dir.
22
The Educator
Lessons in Card Carving
By J. D. Carter, Deerfield, III.
Lesson No. 8
Sketch the design in pencil first.
then ink in and cut the same as in
previous lessons.
Make carbon copies of your designs,
which may be traced on other card-
board a number of times before you
are required to go over them again
with pencil.
Keep your knife sharp. Study de-
signs and persevere.
You will find it a lot of fun to make
new designs, suggestions for which
may be found in almost any magazine.
Send your work to me for sugges-
tions.
The Amphion Chorus was on the
air Saturday, March 27, over the Red
Network. They broadcasted from
Station WDAY at Fargo, N. D. This
Chorus originates at Fargo, N. D., and
Moorhead, Minn.
This group of singers has been hon-
ored by receiving several invitations
to sing before the National Federation
of Music Clubs and other musical or-
ganizations.
In this group of singers is our
former penmanship pupil and friend,
Frank A. Krupp of the Interstate
Business College at Fargo. Mr. Krupp
is a violinist of no little ability and he
has entertained at some of our vari-
ous school gatherings when he was in
Columbus, Ohio.
-^ii — ^^'S-*
copies for practice, by F. B. Courtney, Detroit, Mich.
The Educator
23
^o '■jKc .'Kb no la I' I o
.1, _ ' EititruiarniT
Huoticc of the c>upri2ii\o (J7i.n\rt ot -^Icw ffijr^cv
■ ci^hten y^'di'« you \\A<'i. with ai-'^iiuouf' ri'^onuoluUics-,-
M\i v-'iccptioual sagacity, tjui6>2J> lhc^ iijT.tinio-:- ^'t 1lu'
ani> ttirc'uqlioul the ..^taU- ot Tl^w Jersey ia vouv C)ulks
^^v*"/^2l 'isChairman ot th« JIutcci' Countv iJfmocraVn. "t.wcu-
" "^^ tivc Committso-. Chairman of "tVie'Dctnociatic estate ^
Lommilltfc ani) iPr«5l6«nt of tKe JJcrnocraUc \k'acjvu of
JJlUixi^r Countv.
OiiJor vour ai'tuic taaicx-slup the "Xl omocrallc
lioa«guc--tncVtfi tlie -wlu'te ot iKc v"'-'n^tv u-v ^te%v
c'l'VSCV-- m3€.li!rttd many pohlual Vll:o^•^ltu^c;• .iii> in-
5ucc26 hosts oFvotk-rs tojiopl the fx-rtnaiu'iil ;iiiu, i
— plo ot ■l)i\r\o<i\'^c-<!
thi*. the oocav-ioii ot your mcriteb appo'mtnKi.; .
oFthc- I
Supreme (jTourtof Jtcw iJiJrtscv,
the trw;iil\n-v aiiC ortUetv of our r\-.>_Huc umt^ ei.tim-
a'slicallv in exprc-.-vniq to vou their v^ratetul rocoquUxuu .■;
xun-cmittinq ^iUL(cr^ce ediua-jl leal ai"i^ unbon?ini| niteqrro.'
aiie', reqicttinq tho i!,-u'---:-its-' ot acccv^tintj your ro■^iclo.^t lou
tliu? ccnvcv to ^^^11 OLu ■-''inccre aoo^ \vi?l\cvtor uii , \ iiu;
A
^-^^Annocratic ^liloaijuo ot 21^cct;Co)mtv
:^.^^c^
.iJ«nton,X««.>,
A very rich, well planned and well executed testimonial of appreciation pre-
pared by E. H. McGhee of Trenton, N. J. who is one of our leading en-
grossers today. Mr. McGhee is conducting a very successful up-to-date studio.
SCRIPT IN ADVERTISING
Have you noticed in magazines,
newspapers and other places where
advertisements appear that script is
playing a greater part today than
ever before. Headings made in script
seem to stand out and attract more
attention than type. We are receiv-
ing a great many hand written letters
which have been reproduced. In one
of our newspapers we recently noticed
an item regarding Charlotte S. Tal-
cott, of New York City, who is follow-
ing the career of writing advertise-
ments in longhand. Surely this field
is a very inviting one, and to those
who are interested in penmanship it
is worth trying. Few commercial ar-
tists are able to write good script.
Penmen are able to write better script
and can cooperate with commercial
artists to good advantage.
C ONC, O'ST/^NCE
CHARLES S. GILBERT
CHARLES S. GILBERT is a mem-
ber of the faculty at the State Teach-
ers College at Mansfield. Pennsyl-
vania, where he has offered instruc-
tion in History and Handwriting since
the fall of 1924. He is a graduate of
the Nebraska Wesleyan University
and the University of Alabama.
Before going to Mansfield, Mr. Gil-
bert was Superintendent of Nebraska
City Schools for a number of years,
and he was for a while Supervisor of
Art and Handwriting in the City
Schools at Atlantic, Iowa. He has
taught in summer sessions at the Os-
wego, New York, State Normal
School; the East Stroudsburg, Penn-
sylvania, State Teachers College; and
at various other institutions in the
middle-west.
Mr. Gilbert is an entertainer, crayon
artist, and lecturer. For some time he
appeared on the platform of the As-
sociated Chautauquas of America. He
makes many commencement ad-
dresses, and during the summer he is
in demand for talks before educational
gatherings throughout the country. He
devotes considerable time to the filling
of diplomas and to other pen work in
general of a commercial character.
24
The Educator
DESIGNING AND
ENGROSSING
By E. L. BROWN
Rockland, Maine
».,. „. ,-. .— .— — — ,-. — .— — .— .;.
COMMERCIAL DESIGNING
There is a large field for Com-
mercial designs. Every kind of busi-
ness, large or small, needs advertising
designs of one kind or another. At-
tractive letterheads have a pulling
power that ordinary type does not.
Catch lines, trade marks, appropriate
and distinctive designs are often re-
quired by business houses, and this
means orders for one capable of doing
such work.
First block in the masses roughly
aiming for balance and color values.
The story is about Diplomas, there-
fore this word receives more prom-
inence than the others. Spacing is
important in all lettering. The decor-
ative features of this design do not
affect the legibility of the lettering.
Simplicity is a factor to consider in
your designs. Too much ornamenta-
tion is worse than none at all. The
lettering is all of the free hand type
excepting that of word "Diploma"
which was "ruled up" with T-square
on drawing board.
The scroll work must be graceful.
sweeping and symmetrical, and should
be carefully outlined in pencil before
inking. Two styles of stippling are
shown in this design. Random dots
closely spaced for background of scroll
work inside of initial "D" and more
evenly spaced dots are used elsewhere.
Color values govern effects; study
them critically. All work for photo
zinc etching must be executed in jet
black ink on white cardboard for best
results.
Try color on a similar design, using
red for initial "D", pale green for cen-
ter scroll, etc.
Your work will be criticised if you
will send it along — let us help you in
your problems.
-^
AUTHOR OF "THE THREE
MUSKETEERS", A BEAUTIFUL
PENMAN
We read in Winston Flashes that
when Alexander Dumas went to Paris
in 1823, he had but one accomplish-
ment— beautiful penmanship. Dumas,
you will remember, is the author of
THE THREE MUSKETEERS, which
is one of the most widely read titles
in the public library today.
Those of our readers who have a
flare for history will doubtless wish to
find out just how well Alexander
Dumas was able to write and how he
learned to write so well. Judging
from the marvelous books he has writ-
ten, he must have been able to cor-
relate his handwriting with the
thought processes pretty well. What
a shame it is that more people are
not able to write and think at the
same time as Alexander Dumas was
able to do. We have every reason to
believe, however, that present day stu-
dents are improving in that respect,
and we trust that this improvement
may result in thousands of books even
better than THE THREE MUSKE-
TEERS, if such a thing is possible.
MANUSCRIPT WRITING
DISCUSSED AT THE N. E. A.
MEETING AT NEW ORLEANS
Our readers will be glad to know
that the National Education Associa-
tion now has a penmanship section.
The first meeting was held in New Or-
leans, February 23, 1937. Miss Edith
Conard, Teachers College, Columbia
University, read a very excellent pa-
per on manuscript writing and a very
interesting discussion followed. Other
phases of penmanship instruction
were also discussed at this meeting,
which was very well attended consid-
ering the fact that it was the first
meeting of this section.
CA R n C Ornamental 20c, Script 25c per doj.
H n U O Diplomas and Resolutions Engrossed.
306 E. Oakdalc Ave.
Glenside, Pa.
ENGRossER;^:";''^,r'iu!;:,:^."'S^^
WANTED ''r;;;;;i;:;„r',r'^;;r!;&
c/o THE EDUCATOR
Columbus, Ohio
1937 "GEMS" 25c
Greatly Improved. Knlarfied to 100 paces. Master-
pieces of Birds. Caps. DesipninK. Encrossinc, Let-
tering, Portraiture, Sigs, Writing, etc.
D. L. STODDARD,
Home study
Train for bu
; leadership in your
Courses in Accounting, Sec
Commerce. .■iOth vear. Member National Home
Study Council. Placement service with superior
cmplovmcnt opportunities in the qreat Mid-
continent oil belt. Write for FREE bulletin.
Department E.
HILL'S BUSINESS UNIVERSITY
Oklahoma City, Okla.
The Educator
25
AMERICAN ASSOCIATION OF
COMMERCIAL COLLEGES BE-
COMES NATIONAL SPONSOR OF
PI RHO ZETA FRATERNITY AND
SORORITY
J. I. Kinman, president of the Kin-
man Business University of Spokane.
Washington, and president of the
American Association of Commercial
Colleges, announces that the Ameri-
can Association of Commercial Col-
leges will take over the national spon-
sorship of the Pi Rho Zeta fraternity
and sorority.
Mr. Kinman is the national presi-
dent, and C. W. Woodward, secretary-
treasurer, of the College of Commerce,
Burlington, Iowa, will become secre-
tary-treasurer of the national sorority
and fraternity. Other officers and the
board of directors will be named in
the very near future.
The Compass, the official monthly
magazine of the American Association
of Commercial Colleges, will also be-
come the official magazine of the na-
tional Pi Rho Zeta fraternity and
sorority.
The Grand Vice-President is W. C.
Angus, Angus School of Commerce,
Winnipeg, Canada. The Grand Sec-
retary is Ramona Foster, American
Institute of Business, Des Moines,
Iowa.
SAFETY AND HEALTH OF
AMERICA'S SCHOOL CHILDREN—
This is the title of a pamphlet which
is published by the Department of the
Interior Office of Education, Wash-
ington, D. C. for free distribution.
Some of the recent disasters of the
public schools called for literature of
this kind. Copies of this pamphlet
may be secured by writing to the De-
partment of Education. The pamphlet
contains two hundred questions on
safety and health of school children.
We would suggest that Business Col-
lege Proprietors secure a copy of this
pamphlet. It contains some things of
interest to any school concerned in
the welfare of its pupils.
IMPROVING
The Department of Education in
Washington reports that the educa-
tional level of our country is slowly
rising. There is a long ways to go,
however. If we may judge from the
many letters which we receive daily,
the standard of the handwriting of
the country should be raised at least
to the point of being easily read.
The cover page this month was
made by W. J. Jarvis, Faribault,
Minn. Mr. Jarvis has had consider-
able skill in art work. This cover
page seems to be a little better than
the previous one.
Written by T. Koik.
da, Usuhigiin, Gumtnaken, Japan
HUFF
Teachers Agency
Missoula, Montana
.\lei,ili.-i- N. A. T. A.
SHORTAGE OF COMMERCIAL TEACHERS
THE WEST and ALASKA
Nwd Commercial teachers with decrees. Could
not meet demand last year in this department. Cer-
lifieation booklet free to members. Enroll now.
ALBERT
Teachers' Agency
25 £. Jackson Blvd.,
Chicago, 111.
Established 1885. Teachers of Commerce — Book-
keeping, Shorthand, Typewriting, etc. in heavy de-
mand in 1936. Anticipate more calls in 1937.
Supply exhausted. Folder free. N. A. T. A.
"Correspondent'
Spokane, Wash.
535-5th Av
GOOD TEACHERS IN DEMAND. Write for Information.
Our
Field
ROCKY MT. TEACHERS' AGENCY
United
States
Largest Teachers' Agency in the West
Photo copies made from original, 25 for $1.50. Copyright Booklet,
"How to Apply and Secure Promotion, with Laws of Certification of
Western States, etc., etc.," free to members, 50c to non-members.
Every teacher needs it. Established 1906.
Signatures by: Mr. M. A. Albin, 3823 S. E. 65th
Ave., Portland, Oregon.
Books You Can Use In Learning Penmanship
Madarasz .Vrtistic Gems and Card Writing ,$l.(Mi
Artistic Ornamental Penmanship 50
Lessons in Engrossing Script 30
7.5 Lessons in Business Writing 30
Madarasz Large Engrossing Script 30
Lettering Alphabets for Engrossing 30
Either Book per doz. List Price Less 40%. Either Book per 100 List
Price le.ss .50%. All .six of the books .sent for 1.00
Sample pages sent free.
224 Main Street C. W. JONES Brockton, Mass.
26
The Educator
ing h
ing alphabet.
I'he Educator, J. D. Todd, Salt Lake City, Utah, enclosed the accompany-
; suggest that you send a copy to Mr. Todd to show him how well you
A Dennis Flourish.
Summer
School for
Commercial
Teachers
The Bowling Green College of Coninierce, which
has for more than thirty years specialized in the
training of Commercial Teachers and Accountants,
will this summer offer its best service tlirough two
terms, one beginning June 7 and ending July 10, tlie
other beginning ,luly 12 and ending Aiigust W.
Twelve semester hours of credit. The usual high
type of professional training tliat this institution
has given to Commercial Teachers and Account-
ants will be given the coming summer, with many
new features and many improvements. A student
may begin a course, or take solid classroom work
for which he will get college credit, or he may take
professional training, or he may review, or he may
improve his certilication standing, or he may im-
prove his chances for getting a position, or a better
one than he has.
Ask for Summer School Bulletin which explains
courses, rates, and all details.
Bowling Green College of Commerce
of the
Bowling Green Business University, Inc.
Bowling Green, Kentucky
Only one hour's ride from Mammoth Cave
National Park.
The Educator
27
BOOK REVIEWS
Our readers are interested in bctoks of merit,
but especially in books of interest and value to
commercial teachers including books of special
educational value and books on business subjects.
All such books will be briefly reviewed in these
columns, the object being to give sufficient de-
scription of each to enable our readers to de-
Fundamentals of Advertising, Third
Edition, by Edward J. Rowse, A.M.,
Commercial Co-ordinator, Supervisor
of Merchandising" Instruction, Boston
Public Schools, and Louis J. Fish, M.
B. A., Director of Commercial Educa-
tion, Boston Public Schools. Published
by the South- Western Publishing
Company, Cincinnati, Ohio. Cloth
cover, 404 pages.
This textbook on advertising is an attempt to
evaluate basic advertising principles and to pre-
sent them to students in a simple, direct, and un-
ornamented manner. The inspirational in advertis-
ing is too often intangible and without teachable
content. The enthusiasm possessed by the creator
of a successful advertisement is rarely transferable
to the student in its entirety. Attempts to transfer
to the student this very desirable but intangible
trait too often complicate hopelessly the teaching'
content. There are, however, fundamental principles
in advertising, which, when clearly outlined, pro-'
vide a content that is teachable, educational, and.
vucational.
"Fundamentals of Advertising" represents an ef-'
fort to perceive, distinguish, and recognize these]
bjsic principles and to present them logically to
the student of advertising. To have high school or
even college students attempt to create advertise^"
ments on a large scale is, to say the least, debatable
and dangerous. To understand what is behind an'
advertisement already in existence is well within',
the reach of all students.
This textbook presents a study of current, or
existing advertisements with only a modicum of as-
signments requiring original advertisements. The
authors are convinced that this approach to the
study of advertising is better and less discouraging
from the student's viewpoint than that requiring the
creation of much advertising. From this basic
presentation, however, the student may well experi'
ment with simple creative projects. The authors
are also convinced that a mere study of this text-
book will not make an advertising expert, any more
than a high school course in commercial law makes
a lawyer.
If this textbook is successful in making the stu-
dent appreciate the gigantic size of the advertising
field, the enormous expenditures for advertising, the
colossal power of advertising in commercial activ-
ities, and the necessity for thoughtful deliberation
before even a modest advertisement is published.
the authors will feci that the textbook has ac-
complished its purpose.
30th Century Typewriting, Third
Edition, by D. D. Lessenberry, Direc-
tor, Courses in Commercial Education,
University of Pittsburgh, and Eliza-
beth A. Jevon, Teacher of Typewrit-
ing, Schenley High School, Pittsburgh,
Pa. Published by South-Western
Publishing Company, Cincinnati, Ohio.
Cloth cover, 200 pages.
n the study of typewriting, the primary aim is
development of typing power for personal or
vocational use. This is an all-inclusive aim. It
must be broken up into its elements in order that
materials of instruction and teaching procedures
through which the aim is to be realized can
evaluated correctly. Some of these elements, wh
may well be ranked as secondary aims, may be sum-
marized as follows:
1. The development of fundamental techniques
for the control of the keyboard and the ma-
chine parts.
2. The development of the habit of accuracy in
typing and in proofreading material.
3. The development of facility in the use of ef-
fective written speech.
4. The development of a familiarity with office
liirnis and office procedures.
5. The development of a feeling for the correct
spelling and syllabication of words.
6. The development of desirable social attitudes,
business habits, and tact.
The problem of developing typing power is thus
seen to begin with the technique of typing; but
along with this development of skill must go the
development of the individual in order that there
may be intelligent use of skill. This broadened
scope of typewriting instruction calls for teaching
that will stimulate, guide, and challenge each stu-
dent. It also calls for a textbook that will provide
carefully planned and organized drills and problems
through which typing power may be achieved. Thus
the revision of typewriting textbooks keeps pace
with progressive school philosophy.
In the revision of 20TH CENTURY TYPE-
WRITING, certain basic principles are retained
from the former edition; other features are entirely
new in typewriting-textbook construction. The or-
ganization of the teaching materials into specific
blocks of work and the giving of an over-view of
the problems of each block are features that will
make for greater ease in motivating student prac-
tice. The use of all the letters of the alphabet in
each paragraph of practice material provides for a
steady improvement in the stroking of all letters
and quickly leads from letter recognition to word
recognition. The thought content of the paragraphs
will commend the book to all who appreciate the
importance of developing attitudes as well as habits,
of stimulating the growth of qualities as well as
the growth of skills.
The use of the stencil drill to free students from
the fear of making errors and the use of memorized
sentences and paragraphs to build rapid and ac-
curate stroking are teaching procedures that have
been tested with marked success in experimental
classes. Speed is no longer left to take care of it-
self any more than accuracy is expected to take
care of itself. Through suggested practice procedures
and specific practice materials, speed with control is
developed from the beginning. The student is led
to type on the word level with a minimum of
waste motion and before his typing habits have
been established on a low level of skill.
Fundamentals of Selling, by R. G.
Walters, Personnel Officer, Grove City
College; Co-author of "Fundamentals
of Retail Selling." Published by
South-Western Publishing Company,
Cincinnati, Ohio. Cloth cover, 488
pages, third edition.
The same fundamental principles govern all types
of selling, including retail selling, wholesale selling,
specialty selling, advertising, and sales correspond-
ence. It is desirable, therefore, that students who
have had no previous training in selling he given
a course in the general principles of salesmanship,
and it is for such students that this book has been
written. If desired, this course may be followed
by specialized courses in retailing and advertising.
Many people believe that salesmanship, as taught
in schools and colleges, is limited to the selling
principles used by traveling salesmen. This, of
course, IS not the case; and in this textbook the
student is taught to apply the general principles
of selling not only to the work of the traveling
salesman but also to retailing in all its forms, in-
cluding retail store work, filling station work, and
the selling of farm products.
The needs of the individual consumer and of
society in general are emphasized throughout the
text. The student is made to see that success in
selling comes not only from an ability to make a
sale but also from a desire to give permanent satis-
faction to the buyer. High-pressure selling is
frowned upon, and service and high ethical stand-
ards are stressed.
It is now generally recognized that selling requires
skill and that skill can be acquired only through
practice. To furnish such practice, one or more
projects are given at the end of each chapter. These
projects afford practice in all phases of the sales-
man's work, including the securing of prospects,
the making of the preapproach, the preparation and
delivery of the sales talk, and the clerical work in-
cident to selling. Schools that give students prac-
tice through the use of the part-time co-operative
plan will find the text unusually well adapted to
their needs.
ARE YOU AWAKE? by Florence
E. Marshall, published by National
W. C. T. U. Publishing House. Evans-
ville, 111. Cardboard cover, 96 pages.
"This book is entirely novel in temperance edu-
cation for young people. It pokes good-natured fun
at the gullible guzzler who. sheep-like, tags un-
wittingly along in the wake of the liquor advertis-
ing. It challenges him to investigate, not by mak-
ing himself an experimental guinea pig for the
benefit of the liquor interests, but by a thoughtful
consideration of what alcohol is and what it does,
in order that he may protect his own interests. It
makes one laugh and it makes one think. Al-
though It educates for total abstinence, it is by no
means dry reading. Some of the 'wet' news-
papers have paid it the grudging tribute that it is
actually interesting in spite of the subject."
The book is written in poetry and is very cleverly
handled. It attacks the problem from the stand-
point of education.
Our Business Life, by Lloyd L.
Jones, M. A. Published by The Gregg
Publishing Company, New York, N. Y.
Cloth cover, 660 pages.
The primary aim of "Our Business Life" is to
give the student a citizen's understanding of how
business functions to supply the wants and needs
of man, to make it clear that business plays an im-
portant part in the daily life of everyone, and to
provide the student with the business information
and consumer skill that will enable him to live
more satisfactorily. This book deals with the ef-
fective and efficient use of the commonest business
services. The foundation that it builds for busi-
nesslike living also serves as a foundation for further
study of the business subjects and for work in the
business world. The book is intended also to help the
student understand the nature and principles of the
business and economic community of which he is
a part — to the end that he may be a better citizen.
Business is studied as "man's best effort for meeting
the needs of man."
Experience, study, and research have been called
upon to make the text authoritative, practical, and
teachable. The approach is natural and the student
gets an understanding of business by applying busi-
ness principles to his own life, and to family,
school, church, and community life. Teachers
realize that the secret of successful instruction in
the beginning grades of the secondary school is
pupil activity. "Our Business Life" recognizes that
beginning students are not reflective thinking adults
but "doing" individuals. The book, therefore, in-
cludes a wealth of activities that develop enthusiasm
for a study of business on the part of both teacher
and student. The optional advantage of using a
work book with the text gives added practicability
to the program.
In
jun
nship courses have been adopted in many cities
J states. Varying needs have resulted in one-.
3-, and thrce-scmester courses. Although "Our
siness Life" was planned for one year, it is
rkcd by an elasticity that will enable the teacher
make the course longer or shorter by
nati(
the;
diffei
The
nual
and provides helpful
recogni:
planning to that end.
The reader of "Our Business Life" will find that
it discovers and holds to the middle of the road in
of business and our economic society,
s to present conditions and practices as
they are and as they can be interpreted in the light
of well-recognized trends.
We believe the fact that this book contains a
work program for the student, thus making the use
of the correlated Work Book optional, will be con-
sidered a constructive feature by school authorities.
59
SAMUEL J. MARGOLIS
Engrosser and Penman
167th Street, Bronx, N. Y
Resolutions. Charters, Card Writ'
Diplomas engrossed at reasonabh
28
The Educator
(EnW:
'ncurporakJr
•^^inilradiiK
ItK gHmtton
P an^ 1^3<V a5 Vxcc-Prc«i>>cpt anb tpcrc particularly biir-
% h73 tt)c vmrs 1^35 apb 1935 as Pre^ibept; apb
i-Uicjit5, bv pcrsotial sacrifice of iritpe, cpci'^ty anb ability f)C (>a5
^ sou0bf apb acbievcb upberstapbipc^, coopcraHoxi, ax)b 0,00% -will
ait>or)a the tpeipkrs ap> has effected bctfcr relaHops <xm0r,^ k\)0&c wifl)
w|)Otp tbe ipctpbers brapsact busipcss; ar»>
fpi;riiiv5, upbcx' bis able Icabcrsbip, tbc j4ssociaHop l)as firiply
]f>ro^rcsseb, ipcrcoscb its prcsH^c, cpbarccb its effccHvcpcss; cix)b
llJJTvriiaS, cacb member feels a bcc^> ar»^ sipcerc appreciafion of
trjcse copsibcrabions, pow, tl^ereforc, be if
tiTm in recotTniHov) of tbis splcnbib service, fbe members ^f tbis j\s-
sociatiop ip^nnual (£opvepbiop assemble^ CClcbpesboy, clapuary eo,
1937, exkpb bo S.Ul-3fatr)iltop sinccxx apb beartfclt t^arb to^etbc"
with best Avisljes for bis future, welfare ox)b snccass.
Datcb at "Dcpver. Colorado, c)at>uary 20, I937.
A page by Norman Tower, Denver, Colo.
The Educator
A Reed Page
29
A rather pliiin, attractive signature.
r?^
Can you read it"
At a tender age.
R. R. Reed today
If you think that these signatures are easy, try to duplicate them. Mr. Reed has a signature for every mood.
Mr. Reed is with the Platt-Gard Business University, St. Joseph, M
30
The Educator
What IS more effective and more appreciated than a hcautifnlly written letter. Wc receive many attractive letters every day. The above pla
loaned to us by D. L. Stoddard, R. R. 4, Box 141, Indianapolis, Ind.
The Educator
31
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Vol. 42
JUNE, 1937
No. 10
Published monthly except July and August at 612 N. Park St.. Columbus. O., by the Zaner-BIoser Company. Entered as second-cla;
matter November 21, 1931, at the post office at Columbus, O., under Act of March 3, 1879. Subscription $1.25 a year.
The Educator
Summer School
July 6 to August 14
Intensive handwriting courses will be given at The Zaner-
ian for students, teachers and supervisors. You can get the
following:
Methods in Handwriting for all grades
JNIethods in Manuscript Writing-
Practice of Teaching Penmanship
Supervision of Handwriting
Blackboard Writing & Methods
Business Writing, Analysis & Theory
Professional Penmanship
Ornamental Penmanship
Engrossers' Script
Text Or Diploma Lettering
Beginning & Advanced Engrossing-
Illuminating & Designing
Commercial Lettering-
Most supervisors and special teachers of Handwriting
have received training in The Zanerian. If you have an ambi-
tion to improve your handwriting, your teaching of handwriting,
to become a siaecial teacher or a supervisor of handwriting, or to
become a penman or engrosser, attend the Zanerian.
Write for catalog.
"zB^^i^^na^
612 N. Park St.
Columbus, Ohio
The Educator
The Gregg Summer
Session for Teachers
Has for twenty-six years been "first with the last
word" in new but tested methods of getting results in
the teaching of shorthand, typewriting, and related
subjects. Thousands of graduates in this and other
countries enthusiastically recommend this highly special-
ized training.
Teachers of commercial subjects and those prepar-
ing to enter this profession will find the Gregg Summer
Session a well-spring of valuable information concern-
ing the very latest developments in this field. The
Functional Method of teaching shorthand will be fully
taught and exemplified by expert teachers.
Attractive courses of study, an unusually strong
teaching staff, a good Room Service, a free Teachers'
Placement Bureau, interesting recreational features, and
many other helpful advantages make a summer at
Gregg a most delightful and profitable experience.
The 1937 Session begins July 5 and closes August
13. Write today for special bulletin.
THE GREGG COLLEGE
6 North Michigan Avenue
Chicago, Illinois.
1000
756
^.
556
/-^^/^
-^yuu/-
"^^^u^^_
'<«^^<;>^<75^2.^^^
STEEl PEN MFG. CO
<"! Cooper Street „ "• '.'U.
Cam.len, N. J. «<■ "'''""' Bros., 1,,J.
Toronto, Canoda
New Standard Typewriting
N.^THANIEL AlTHOLZ
Director of Commercial Education,
Board of Education, City of New York
by
and
Ch.arles E. Smith
specialist in Typewriting Instruction,
Trainer of Every JVorld's Professional
Typewriting Champion
A new standard in presentation of
instruction material.
A new standard of convenience for
teacher and student.
A new standard of possible re-
sults.
The
Most Usable Text
Ever Devised
Reflects exceptional experience
Meets the common problems of the type-
writing- classroom
Permits a simple and progressive method
of teaching
Offers abundant material, skillfully se-
lected and arranged
Simplifies the work of your typewriting
classes and assures better results.
Pitman Publishing Corporation • ISew York and Chicago
The Educator
KeyOo^rwojunxf
ELEVENTH and LOCUST ST
They know the convenience of living at the
De Soto in the center of thinss. Only a few
steps to business appointments. Just a fcv/
minutes to the theatres.
O. P. GREATHOUSE MANAGER
CAFETERIA • TAP ROOM
DE SOTO GRILL
For good food quickly served come to the
D« Soto Grill or Cafeteria. Aged wines and
liquors served in the Taproom.
ST. LOUIS
Arnold's Japan Ink
We are headquarters for Arnold's Japan Ink,
carrying a larger stock tlian any other dealer in
this country. AVhen used according to the instruc-
tions which we send with every bottle, telling how
to get the best effects, the ink is without doubt one
of the very finest to be had for executing fine pen-
manship, such as letter writing, card writing, flour-
ishing, etc. Practically all professional penmen use
this ink.
1 bottle, 4 oz., postpaid... $ .50
1 pint $ .75 plus postage
1 quart 1.15 plus postage
ARNOLD'S WRITING FLUID
1 Pint (Pints only), plus postage $ .75
ZANERIAN WHITE INK
One bottle, postpaid 30c
One dozen bottles $3.30, postpaid
ZANERIAN
GOLD BRONZE POWDER
1 OZ. package, postpaid, 25c.
ZANERIAN GOLD INK
1 bottle 25c
1 dozen bottles, by express $2.00
The Zaner-Bloser Co.
612 N. Park St.,
Columbus, Ohio
mmcmmmc
cli me A
Hotel Philadelphian
FORMERLY HOTEL PENNSYLVANIA
Highly Recommended by Experienced Travelers the World Over for its Warm Hospi-
tality; its Excellent Cuisine Served in Comfortably Air-Conditioned Restaurants; its
Convenient Location to the Business Section; and its Unlimited Parking Facilities.
600 ROOMS with Bath From $2.50 Up
D.^NiEL Crawford, Jr., Manager
il^th and Chestnut Streets riIir,AnEI.PHI.\, PA.
The Educator
Summer
School for
Commercial
TeacKers
Tlie Bowling Green College of Commerce, which
has for more than thirty years specialized in the
training of Commercial Teachers and Accountants,
will this summer offer its best service through two
terms, one beginning June 7 and ending July 10, the
otlier beginning July 12 and ending August l^.
Twelve semester hours of credit. Tlie usual higli
type of professional training tliat this institution
has given to Commercial Teacliers and Account-
ants will be given the coming summer, with many
new features and many improvements. A student
may begin a course, or take solid classroom work
for which lie will get college credit, or he may take
professional training, or he may review, or he may
improve his certification standing, or he may im-
prove Ills chances for getting a position, or a better
one than he has.
Ask for Summer School Bulletin which explains
courses, rates, and all details.
Bowling Green College of Commerce
of the
Bowling Green Business University, Inc.
Bowling Green, Kentucky
Only one hour's ride from Mammoth Cave
National Park.
Printing
OUR SERVICE
^.^^ Catalogs
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COLUMBUS , OHIO
The Open-Sesame
TO CAREFREE
PENMANSHIP
"hSO SIXGI>E name has been so long
associated with the finest in writing
equipment. For almost eighty years
school children have learned that Spen-
cerian Pens stand for good penmanship
and easy writing.
Those who take pride in their writing
look to the Spencerian Steel Pen as
their favorite writing instrument. Hand
finishing and hand testing have kept the
quality of Spencerian Pens constant.
The writing characteristics of your fav-
orite style pen are always the same.
FREE TO PENMANSHIP INSTRUCTORS:
The instruction manual "The Spen-
cerian System of Muscular Movement
Writing" and samples of Spencerian
School Series. Please mention your
usual source of supply.
^ SINCE 1858
THE BEST PEN NAME
SPENCERIAN PEN COMPANY
349 Broadway, Dept. F New York, N. Y.
The Educator
oAnnouncing a brand-new
GREGG TYPING PROGRAM
For Intensive Courses
TYPEWRITING TECHNIQUE, by Harold H. Smith
Published less than one year ago but already our most popular typewriting text.
The features that have contributed most to the remarkable success of Typewrit-
ing 'I'lthniqiit' have all been incorporated in the new Gregg Typing text. In
both texts the objective is the development of sLiperior typewriting skill before
an\ but the simplest applications aie attempted List Price, $1.00
For Secondary Schools
GREGG TYPING, SECOND EDITION, by Rupert P. SoRelle, Harold
H. Smith, William R. Foster, and Clyde I. Blanchard.
A fast-moving text that eliminates monotony from the t\ping course. 185 of
the most common words are introduced in the first five lessons, and 338 in the
first ten lessons. The "copy" type of alphabetic paragraphs and of stories con-
taining only one-syllable words marks the early lessons. Contains new-type
flash and fingering preview drills. The first semester is devoted exclusively to
the development of sustained typing skill and the second to personal and busi-
ness applications. Daily lesson units with supplementary material for superior
students. A complete cycle of modern typing learning. Pedagogic economy.
Elementary Course List Price, $1.20
For Personal-Use Classes
TYPEWRITING FOR PERSONAL USE, by Dr. E. G. Blackstoue ami
C. T. Yerian.
A new and unique text for junior high schools and all students who want to
learn typewriting for personal use. The student's basic skill development ad-
mittedly should be the same regardless of his objective, but the personal-use ob-
jective can best be attained through the application of this skill to non-vocational
material. The increased demand for a course of this type has led to the publica-
tion of 'Fypeivriting for Personal Use. Ready June 15.
Place orders now for sample copy.
THE GREGG PUBLISHING COMPANY
York Chicago San Francisco Boston Toronto London Sydney
Hew I or
2^c(^iz/^
Volume 42
COLUMBUS, OHIO, JUNE, 1937
The National Association of Penmanship
Teachers and Supervisors
The eighteenth annual convention of the N. A. P. T. S. held in Washington, D. C. was exceptionally educa-
tional and enjoyable.
The members took advantage of Washington's unrivaled places of historic interest for sight-seeing tours.
EXHIBIT WORTH SEEING
The penmanship exhibit contained work from various parts of the country and was a splendid exemplification
of the way in which the idea of correlating handwriting with other school subjects has been accepted generally by
supervisors and teachers of handwriting.
A MEATY PKOGBAM
Each speaker gave those who attended the meeting an abundance of inspiration and workable ideas to carry
back to their classrooms.
A group of N. A. P. T. S. members on a sight-seeing tour at the side of the White House. (Reading left to right):
Ellen Christman, Womelsdorf, Pa.; Esther Nichols, Lancaster; Walter Ridgeway, Camden; Beulah P. Bcale, Baltimore; Lucretia Cavanah, Cleveland:
Lena A. Shaw, Detroit; J. H. Bachlenkircher, Lafayette; Genevieve Brown, Indianapolis: Mr. Ralph L. Myers (in rear), Bridgeton, N. J.; Mrs. Ralph
L. Myers, Bridgeton, N. J.; Olive Mellon (in rear), Atlantic City; Margaiet B. Toole, Wooster; Anna Lee Wolfe, Covington; P. Z. Bloser (in rear),
Columbus; Sylvia Perkins, St. Louis; Mary M. Ashe, Rochester; Ida S. Koons, Ft. Wayne; Mary Curren, Wheeling; Eleanor D. McElroy, Fairmont;
Mary A. Daniels, Lebanon; Katherine A. Turner, Philadelphia; Cora Major, Philadelphia; Anna L. Maginnis, Philadelphia; Emma Clammer, Troy;
M. Otero Colmenero, San Juan, P. R.; Fanny J. Stout, Sellersburg, Ind.; Linda S. Weber, Gary; F. J. Myles, Nashville.
THE EDUCATOR
Published monthly (except July and August)
By THE ZANER-BLOSER CO..
612 K. Park St., Columbus, O.
E. A. LUPFER - Editor
PARKER ZANER BLOSER Business Mgr.
SUBSCRIPTION PRICE. $1.2,
I To Canada, Iflc mure; foreign. 3
Single copy. 15c.
Change of address sh(
in advance, if possible,
addr
Id be requested promptly
;iving the old as well as
Advertising rates furnished upon request.
THE
through
EDUCATOR is the best medium
which to reach business college pre
prietors
students
reach ou
issue of
and managers, commercial teachers and
and lovers of penmanship. Copy must
r oflice by the 10th of the month for the
the following month.
The Educator
Modern Handwriting
By E. A. Lupfer, Zanerian College, Columbus, Ohio
C-<d-^''€:Z'^^.
In checking the specimens from students in different grades in schools we find that many reach the end of a
course and still do not have a good position or good movement. One should assume an easy writing position. We
think that some who do not enjoy to write would enjoy it if they were able to write in an easier way. Check
your position and have someone else watch you write. See that your fingers are not cramped. Above all do not
grip the penholder.
By this time you may have forgotten how to make the capital P, and this copy is therefore given to re-
fresh your mind. If you have trouble with it go back to the previous copies on the P and study them.
Retracing exercises are good to develop free movement and also help one with formation of letters. Watch
the size of your capitals. They should not be quite a space high. They should never touch the line of writing
above. You should get from twelve to si.xteen letters on the line. Occasionally you will see someone writing with
as few as four to six letters on the line. This means that the work is sprawled out too wide and awkward. The
remedy is to put more letters on the line.
^jU^^4^^ m^^ ^4^ ^/. %■
A review of the I which is similar to the J. Compare the back of the I and J. The J and I start the same.
The Educator
The J is made from the oval and straight line. Make the indirect oval and split it down the middle. In
other words the top of the J is only half of an oval. The back of the J should be straight. The top loop should
be slightly larger than the bottom loop. Never if possible run the loop of the J into other letters above or below
the line.
/ ^ ^ 4^,s-(^ y r' f
<p
^Z^-
This alphabet was written by E. W. Bloser. It shows a beautiful swing. It will be well to study it carefully.
Practice on each individual letter then make the entire alphabet. Watch the slant and proportions.
Here is another alphabet well worth your careful study. It is a very skillfully made alphabet. Notice th^
freedom of the lines and the beautiful curves.
10
The Educator
This forceful looking business letter was written by E. W. Bloser in 1906. It shows a freedom and strength
of line which is worth imitating.
'':>^i^ ^z^:^/4^^> --'i:Ci^<^^ y^^:^..^^
Written by F. B. Courtney, that skillful penman who has done so much for the penmanship profession. See
if you can catch his style.
The Educator
11
A riNAL SPECIMEN
We would suggest that you write a specimen similar to the one below and submit it to us for a certificate.
Insert the name of your school and the kind of certificate you are working for. If you are in a business college
you should substitute business college certificate. In preparing specimens of this kind watch the general appear-
ance. Be sure not to get blots and smeared places on a specimen which you intend to send to anyone. Be careful
with your writing at all times. You will then not have much trouble when you write for exhibition purposes. When
you have written your specimen send it to The Educator for examination.
^?
'UL^^L.<,.Jiy^ ''f^y
a- -^d. ^^ ^^ ^j f
^7
2^
^C^^^
";^ili,-^i^^€l-' ^-^^^-^^^c^^-i-^-^-^^-^^^Jz^
Eighth Grade penmanship by Amy Ruth Griswold of Marysville, Kansas. The original v,-3,^ even more pleasing in appearance than the
eproduction. The original was written in blue ink and was therefore a little difficult to reproduce. The teacher is Miss Mildred Kirk-
k-ood. Thirty-three of her pupils won Grammar Grade Certificates and twenty-two The Certificate of Excellence. We want to congratulate
Oiss Kirkwood on the splendid results she '
Many things may be purchased or acquired by gift, but penmanship is
secured only by study and practice.
12
The Educator
Considerations for a Progressive
Program in Handwriting
By Olive A. Mellon, Director of Handwriting, Atlantic tUty.
With the advent of the new era in
education has come the tremendous
task of reorganizing the school cur-
riculum. This does not necessitate a
complete tearing down of former pro-
cedures, but certain adjustments and
adaptations are necessary in order to
meet the immediate needs of modern
education. This task of revision has
fallen heavily on all administrators
in the educational field. The liirector
of special subjects has had to assume
his portion of responsibility by con-
tributing his thoughts relative to his
special field.
The true purpose of modern educa-
tion is to develop the child mentally,
physically and socially so that he may
become an acceptable citizen, loyal to
his fellow man and to his country.
With this objective in mind, every
curriculum group should set about to
make a study of the child — what will
appeal to his interests and serve his
needs; what will be of value to him as
an adult; what is suited to his age
and mental capacity; what will de-
velop in him power and independence;
and what will contribute to his phys-
ical and social growth ? It has been
through research, teacher training
schools, demonstration schools, lab-
oratory services, current texts and
journals on modern educational pro-
cedures that progress thus far has
been made.
The field of handwriting has not
been exposed to the many changes nor
explored in detail as have many other
special fields. This is perhaps due to
the fact that many of our educators
are not familiar with its development
sufficiently to advance many new-
thoughts or arguments. To be in full
sympathy with the teaching of hand-
writing and to have a realization of
its complexity, one must have train-
ing in its performance.
What a change in attitude we would
see in many of our administrative of-
ficers if they had passed through the
strenuous routine of training that
many of us have experienced! How-
ever, a marked change in attitude has
been evidenced in this respect during
the past year or two. Only recently
an investigation was made to secure
the feeling of school superintendents
toward handwriting. With scarcely
an exception the prediction was for a
bigger and better future for this in-
structional activity. Educators are
now seeing the folly of its abolition
during the lean days of economy.
Many schools had abolished its super-
vision completely; others made cer-
tain adjustments which proved unsat-
isfactory and unfruitful; the result
being a complete deterioration in the
product.
If a superintendent were to sum up
the values of good handwriting in his
school system, he would find that it
indicates a high standard of achieve-
ment; a well organized system; an
efficient and conscientious corp of
teachers; and a well disciplined group
of children. This being true, is its
contribution not worthwhile?
Should not one of our considera-
tions for a new program in handwrit-
ing be to seek more wholehearted ad-
ministrative cooperation ?
More Adequate Teacher Training
Since handwriting functions in the
majority of school activities, it is
highly essential that the teacher be
equipped to transmit knowledge per-
taining to this art and be able to
demonstrate in a clear, legible hand.
She must also be familiar with the
use of scales, tests, and standards for
the grades. She must understand
how to select and organize subject
matter. She must be capable of
training the child to do constructive
thinking. In addition to her special
training, a well balanced general edu-
cation is most essential.
The new educational movement car-
ries teachers and supervisors into
many unexplored fields. The super-
visor of today does not know when
she enters a classroom whether she
will have to make a contribution to
King Tut's Tomb or whether she will
have to elucidate on the difference be-
tween hay and straw for the benefit
of both teacher and pupil.
An unsatisfactory situation often
arises in the Junior High School or in
a departmentalized organization
where each teacher is given a special
assignment of subjects. If handwrit-
ing does not fall to her lot, she does
not always support it. Whether her
assignment is instruction in handwrit-
ing, or not, if it functions in her sub-
ject matter she should be broad
enough in her thinking to see its value
as a tool of necessity and lend her
loyal support in the maintenance of a
high standard of efficiency. Only
when teachers and administrative offi-
cers give this subject their hearty
support, will murmurings cease rela-
tive to poor handwriting in the upper
grades.
As A Character Contributor
The search is on at the present time
for ways and means of developing
character. Can instruction in hand-
writing contribute any desirable char-
acter traits ? Do you know of any
better medium through which such
traits as responsibility, accuracy, ef-
ficiency, loyalty, honesty, courtesy,
pride, etc. can be developed than
through instruction in handwriting?
There is no more effective way of
bringing forth character development
than during the discussion period pre-
ceding the drill period. Opportuni-
ties should be given the child for ex-
pression of thought. It is through
these expressions that the teacher
guides the child in courtesy, tact, and
consideration and develops in him an
attitude of appreciation for the read-
ers' time as well as his eyesight by
encouraging him in his best attempts.
The success of any lesson depends
largely upon an interesting approach
— setting the stage for the actual
operation.
The Educator
13
Safety Education
Through the same medium, the
Safety Program may come in for its
share of development. Training in
safety now constitutes a major ob-
jective in education. Each year is
bringing- greater need for child pro-
tection due to the increase in traffic
problems. It must be recognized as a
fundamental condition of life and
since it occupies a prominent place in
the citizenship program, why not let
it become a live part of the progres-
sive program in handwriting ?
The ingenious supervisor and teach-
er can find many interesting and valu-
able ways of aiding in the develop-
ment of a safety conscience through
this instructional activity.
Individuality in Handwriting
Individuality is an element which
enters into handwriting regardless of
age or ability and must receive a cer-
tain consideration. How often do we
hear a poor writer exclaim, "But this
is my individuality showing up. I
should not want to destroy my indi-
viduality by training the hand in any
definite set of characters." Does in-
dividuality in handwriting not need
amelioration in many instances ? Is
it an asset if the product is such that
the reader is delayed in the reading
operation ? Is it an asset if totally
illegible?
On the other hand, can individuality
be completely destroyed ? Is not the
above excuse given many times be-
cause of inability to produce better
writing? Poor writing is the result
of lack of opportunity, lack of knowl-
edge, lack of practice, or lack of in-
clination. Individuality in handwrit-
ing needs to be encouraged, guided.
and improved, then it is an enviable
asset to any individual.
The new program in handwriting-
should provide for great flexibility so
as to meet individual differences in in-
terest, age, and ability. There is a
tendency in handwriting instruction
to cling to a program of extreme uni-
formity even in the face of recognized
individual differences. Changes in
methods have been meager even
though fully cognizant of the social
changes and individual variations.
To acquire skill in this art the child
encounters new and varied experi-
Bad
handwriting a mark of
genius
' Pshaw! It's much more
ai)t to
be a sign of dull, lazy in-
tellect.
Thc Newark Ledger
ences as he progresses from the pri-
mary to the intermediate and on
through the grammar grades. Each
level has its goals of attainment and
variation must be recognized in such
factors as position of hand, move-
ment, speed, size, degree of progress
and capability of working with the
group.
The problem of left-handedness
arises in the first grade and requires
much individual attention. It is here
that the case must be investigated
and a solution reached. A child show-
ing a tendency toward left-handedness
should be tested to determine which
hand will yield the better results. The
parents' cooperation should be en-
listed and respected in such cases, as
no teacher wishes to assume the re-
sponsibility of any disorder which
might arise through changing the
hand. In recent years there seems to
be an increase in the number of left-
handed writers, including those using
an inverted position. This situation
may be due to the informal instruc-
tion given, where not sufficient em-
phasis is placed on habits of position
and pencil holding. It is a matter
which calls for further study and in-
vestigation by progressive educators
and handwriting specialists.
Sub.ject Matter and Method
The foregoing considerations have
been more general in nature. Now,
let us enter the classroom and see how
we can aid the teacher and child in
the actual operation.
If the true principles of modern
education are to be observed, all sub-
ject matter must be based on the ac-
tivity or "center of interest" operat-
ing in the classroom. The activity
which serves as a basis for instruction
seems to be mainly in the social
science area. It should be gathered
by the child through socialized pro-
cedures and approved by the teacher.
Assignments can be made to groups
which will be responsible for certain
phases of the activity. Through
reading and discussion, rich informa-
tive material may be organized into
various drill units and made ready for
use for classroom practice.
These drill units should provide for
practice on sentences, words, phrases,
combinations, and single letters; and
formal exercises may be employed in
the development of the capital let-
ters. To insure progressive teaching,
a step in handwriting should be at-
tached to each drill unit; as, in word
iCnnemucd on page 21)
ellent handwriting
14
The Educator
Current Problems in Handwriting
John G. Kirk, Director of Commercial Education, Philadelphia, Pa.
(A talk given at the N. A. P. T. S.)
We are frequently forced today to
change our philosophy of education
because we live in a world in which
social conditions and attitudes change
rapidly. One notable change relates
to the doctrine of the imposition of
learning. This idea is giving way to
the new doctrine of growth and
adaptation. Educators today are
thinking in terms of the child-cen-
tered school, child growth, personality
growth, individualism, and creative
learning.
Handwriting, perhaps even more
than some other subjects, has felt
the effects of this philosophy. Pen-
manship problems of today are widely
different from penmanship problems
of ten years ago. Handwriting in-
struction has broken away from the
traditional procedures which aimed
primarily to teach writing as an art.
It is no longer considered a segre-
gated subject and modern procedures
aim not to teach subject matter, but
rather to teach the child. Individual
initiative, individual interests, indi-
vidual needs and capacities form the
basis of instruction now.
Just how strongly and firmly this
philosophy is affecting the teaching
of handwriting may well be under-
stood by considering the opinions of
a few of the educational leaders as
expressed in current articles and in
the newer books. For example, Lois
Coffey Mosman, Assistant Professor
of Education, Teachers College, Co-
lumbia University, says in her
"Teaching and Learning in the Ele-
mentary School," that writing skill
should be learned in relation to its
use. Writing should begin by writing
something which the children need to
write in the course of their living to-
gether in the schoolroom. If children
are writing what to them is import-
ant, they will want to do well those
things which they need to write.
From a 1932 publication, "Directing
Learning in the Elementary School,"
W. S. Monroe of the Bureau of Edu-
cational Research at the University
of Illinois and Ruth Streitz of the
University of Cincinnati, believe that
recently there is a growing tendency
to teach handwriting incidentally as
a phase of activity units. The sub-
ject of handwriting is begun only
when there is a readiness for writing
and formal instruction is not given
until the need arises. Keeping this
in mind, the authors say that material
must be planned so that it can be
adapted to meet the demands of all
types of school organizations. In or-
der to stimulate an interest and create
a desire to write, there are many pos-
sibilities suggested for teaching writ-
ing incidentally. For example, labels
for lockers, cloakrooms, and class-
room libraries; invitations to other
classrooms, to the principal, to par-
ents; copying parts for school plays
and posters.
NEW N. A. P. T. S. Ol'l'ICERS
President, Ralph E. Rovve, Port-
land, Maine
Vice President, Ida Koons, Fort
Wayne, Ind.
2nd Vice President, Henry Garvey,
Tuckahoe, N. Y.
Secretary, Ottie Craddock, Farm-
vlUe, Va.
Treasurer, Doris E. Alm.v, Fall
River, Mass.
Although reasonably satisfactory
results may be obtained by incidental
instruction, it is agreed that syste-
matic teaching is desirable. It is to
be remembered, however, that repeti-
tion does not insure learning and prac-
tice will not improve handwriting if
there is no interest and desire.
In "Education of Children in the
Primary Grades," (a 1935 publica-
tion), Horn and Chapman say that we
must keep in mind the fact that the
child conges to school not without ex-
perience. The teacher, therefore, must
not analyze the writing skill into logi-
cal elements and have children begin
with strokes and letters. She must
be guided by the children's interests
and must teach the children to write
words — and words they want to write.
The authors feel that progress will be
faster if the skill is taught through
application rather than as an end in
itself. The aim should be writing, not
handwriting; written expression and
not penmanship. Procedure should be
so organized that the child will man-
ifest a real desire to write.
Paul McKee, Director of Teachers
College and Professor of Elementary
Education, State Teachers College,
Colorado, discusses the teaching of
writing in his book entitled, "Lan-
guage in the Elementary School." It
is Doctor McKee's opinion that writ-
ing is much more than a skill. It is
essentially a tool rather than an end
in itself. It is a means of expressing
thought or meaning. This means that
instruction in writing must take care
of the meaning element and that the
child should look upon writing as an
expression of thought. Therefore, a
good program in writing, according
to Doctor McKee, will be concerned
about both the meaning and the skill
elements in writing. There will be
practice exercises through which the
child may hope to acquire skill in
movement and form, and increase the
speed and quality of his writing. Care
will be taken, however, to see that
most exercises are concerned with
meaningful content as judged by ex-
periences in other school work and
that every exercise has a very definite
purpose behind it in terms of the re-
moval of discovered writing difficul-
ties.
Another authority, George E. Free-
land, Supervisor of Practice Teaching
and Assistant Professor of Education
in the University of Washington,
Seattle, says that writing is a medium
for expressing the English language
through written words. The increased
use of typewriters has decreased the
conventional value of handwriting
considerably in the last decade. How-
ever, the ability to write well is still
worth while and necessary. The con-
ventional reaction to good or poor
writing is almost as strong as that
for spelling. No child should be al-
lowed to suffer unnecessary difficul-
ties in social or vocational life because
of neglect of this side of his educa- ■
tion in elementary school. There is
better reason for spending time in de-
veloping ability to write rapidly and
legibly than there is for spending time
in technical grammar or a great deal
of our arithmetic. But it is to be re-
membered that legibility and a cer-
tain amount of speed are the only es-
sentials in writing. Writing from an
artistic standpoint should have no
place in the elementary school cur-
riculum of today.
The Educator
15
In further support of this idea.
Annie E. Moore in her boolc "The
Primary School." chapter entitled
"The Informal Approach to Writing,"
says: "Exacting and minutely de-
tailed systems of teaching penman-
ship constitute a pernicious interfer-
ence with the natural development of
self expression through writing and
with the normal development of
handwriting itself."
In Philadelphia we are applying the
principles of this "newer and more
progressive" philosophy to our hand-
writing instruction in a most con-
crete way.
For the elementary schools, Grades
1 to 6, we have provided a new course
of study which was officially accepted
and introduced into our schools in
March, 1936. Fundamentally, this
new course is built on the integration
and correlation of subject matter, in-
dividual analysis and remedial drill
work, and the development of "writ-
ing consciousness." Great flexibility
and provision for much individual in-
itiative on the part of supervisors,
teachers, and pupils are two import-
ant motivating processes.
The plan of integrating instruction-
al materials with the other writing
which a pupil wants or needs to do is
taken care of, especially in Grades 3
to 6, by the provision of two types of
lessons — namely, the drill type and
the applied type. In the formal or
drill type lesson, the content is de-
termined by the needs of the group.
It may be words, sentences, a para-
graph (from English, reading, geog-
raphy, history, or any other activ-
ity), or figures. The aim of the drill
lesson is the development of correct
handwriting technique and muscular
coordination. Drill, therefore, is
especially devised to care for individ-
ual needs.
In the applied type lesson, the con-
tent may be verses from poems, orig-
inal paragraphs, letters, lists of spell-
ing words, arithmetic, assignments, or
notebooks. The aim of these lessons
is to integrate handwriting instruc-
tion with other learning activities: to
strengthen the theory that the ability
to use correct writing habits and to
produce a legibly-written product in
all written work determines the suc-
cess of the writing instruction.
In order to secure the desired out-
comes, the course aims to develop:
1. The realization (on the part of
both teachers and pupils) of the
great value of facility and legibility
in the writing of all written work.
2. The realization that self-analy-
sis, self-criticism, remedial instruc-
tion, and consistent, intelligent prac-
tice are powerful agents in reaching
a desired standard.
3. The realization that progress is
most rapid when each pupil sets a
standard for himself which is better
than his best and yet attainable. By
these procedures, it is hoped that upon
achieving one standard, the pupil will
be encouraged to aim at a higher one.
In some cases, schools provide in
junior and senior high school no form-
al instruction in handwriting. This
practice, however, is very much to
the disadvantage of pupils, because
while pupils have developed by the
end of the sixth grade a minimum
quality of 60 on the Ayres Scale and
an approximate speed of 70 letters a
minute, if the incentive to write leg-
ibly and with the desired speed is not
maintained, deterioration in quality
sets in immediately and soon becomes
a serious fault. So far, the only op-
portunities provided in secondary
schools for additional instruction and
drill are in vocational business train-
ing courses. It will be at once ap-
preciated by all who give thought to
this problem that it is unwise to drop
all provision for systematic instruc-
tion in handwriting beyond the sixth
grade. Such instruction is essential
in vocational business training
courses and would be highly bene-
ficial for all secondary school pupils.
Instruction in handwriting in second-
ary schools should include the diag-
nosis of individual errors; practice in
writing any of the pupil's daily work
which is under criticism; a minimum
of emphasis on formal drill; and in-
sistence upon legibility with moderate
speed in all written work should be
the aims.
For pupils in vocational classes who
need to attain higher writing stand-
ards, more intensive practice is neces-
sary. This intensive practice will con-
sist partly of the use of the special
materials and forms which are used
in business and partly of more extens-
ive and strenuous drill. It is vitally
important that these students realize
that the important requirement for
improving one's handwriting is the
will to improve and the interest in
studying to find ways of improving.
A vocational motive or special inter-
est will aid greatly in sustaining pu-
pils in their efforts to gain greater
skill and more efficiency. Necessary
guidance in the correct diagnosis of
errors, in the proper evaluation of
writing, and in the selection and use
of remedial measures makes neces-
sary the provision for sufficient time
in the junior and senior high school
curriculum. These classes may be
classified as regular penmanship
classes, hospital or restoration classes,
or handwriting clubs.
Certainly, no discussion on present-
day handwriting problems, and par-
ticularly in the light of an "ever-
changing philosophy," would be com-
plete without some mention of manu-
script writing. It is a topic which
demands careful consideration by ex-
perts in the handwriting field for sev-
eral very good reasons:
1. Because so many progressive and
enthusiastic educators are advocating
its use.
2. Because some private schools
and public school systems are using
it.
3. Because its use can be justified
by a scientific and an historical back-
ground.
4. Because its advantages are ac-
cepted so readily and are exploited so
widely.
Dr. Frank N. Freeman of the Uni-
versity of Chicago, after much scien-
tific investigation and research, pub-
lished his findings in the Elementary
School Journal, February, 1936 in an
article entitled, "The Evaluation of
Manuscript Writing."
Some of the most interesting and
pertinent of his conclusions are as
follows:
1. From the replies of 218 out of
360 questionnaires sent to primary su-
pervisors, about one-fourth were
found to be using manuscript writing.
2. The large majority of those us-
ing it introduced it during or since
1931 and about 10 per cent of those
who tried it have discontinued using
it.
3. Historical evidence, experiment,
practice, and opinion indicate that
cursive writing is better for the upper
grades and for adult writing.
4. Experiment, the trend of prac-
tice, and the opinion of those who
have used it indicate that manuscript
writing is preferable for beginners.
5. The change should be made late
enough to secure the advantages of
manuscript writing as an initial style
and early enough to minimize the
diflSculty of making the change. In
the opinion of the writer, the point at
which the change can probably best
be made is the second half of Grade 2.
The foregoing is a statement of
some of the trends of the moment and
progressive teachers welcome change
because — Where there is no change,
there is no life, no progress. We
should also contribute as much worth
while data on timely questions as pos-
sible for our contributions involve re-
search and thought. Two important
questions of the moment to which we
might all give attention are: How
should beginners be taught to write?
Is manuscript writing better for
Grades 1 and 2?
We may all add much valuable in-
formation to supplement Doctor Free-
man's study of the value of manu-
script writing by recording our own
experience. Experiments should be
well-organized and carried on in con-
trolled classes under the direction of
unbiased teachers, principals, and
handwriting supervisors and under as
wide a scope of varying circum-
stances as possible. Research of this
sort is one of the surest ways of com-
bating a common tendency to "gad
about after the new things," to the
neglect of older but often very much
worth while methods.
16
The Educator
Let's try to develop sweet disposi-
tions rather than sour ones — let's try
to cooperate rather than tear down.
Someone has said that we can catch
more flies with honey than we can
with vinegar. Let's remember that,
and when we want something from
someone else, let's approach that per-
son in a nice, sweet, sensible way,
rather than by starting out criticising
and finding fault.
Try SMILING rather than frown-
ing. It will get you a lot further. If
things are not going right, instead of
finding fault try to figure out how to
improve the situation, and then offer
your suggestions in a tactful sort of
way.
Try to cooperate with your teach-
ers. Remember, they know more
than you do, or they would not be
holding their positions. Remember.
too, they are human, and will likely
come nearer helping you and giving
you good reports if you are consider-
ate of them.
Above all, remember to conduct
yourselves as ladies and gentlemen at
all times, bearing in mind that this re-
flects on you and your parents, as
well as on the school.
Always be appreciative of things
that are done for you, regardless of
how much obligation the other fellow
may be under to you.
In a nutshell, COOPERATE, don't
fuss; be pleasant, not disagreeable:
don't frown, but smile; work with the
other fellow, and for the other fellow
and he, in turn, will work with and
for you.
Above all — don't waste your time,
but make every minute count!
DEIBERT PRIVATE SCHOOL CERTIFICATE WINNERS
^^^^ ^^
^
li^^raHS.
r '
^^
7/-'' ^
^A _^^
I
Df-I BERTS 1 U [PRIVATE SCHOT
m "^
IB
^m ^^ ^«|j
■' ' •■■/ ■
The above twenty-seven pupils won
Zaner-Bloser Penmanship Certificates.
The Deibert School is a select busi-
ness training school in the northern
part of New York State. All com-
mercial subjects are taught and pen-
manship is given its proper place in
this institution. Mr. A. D. Deibert is
the President.
ENGROSSER WANTED
Yoiina man who is qualified lo engross diplo-
mas, who is dependable and trustworthy, also
amhituius „{ advancinB in the art of engrossing.
J. V. Haring & Son
15 Park Row, Suite 1803-4-.i, New York, N. Y.
EDWARD C. MILLS
Script Specialists fo
r Engraving Purposes
P. O. Drawer 982
Rochester, N. Y.
The finest script ob
tainablc for model iUus-
trations for bookkeepi
g texts, business forms;
works on corresponde
nee. arithmetic, and for
readers, spellers, etc.
By appointment only.
The Educator
17
N. J. 5. T. A.
The Handwriting Department of the
New Jersey State Teachers' Associa-
tion held its annual Business Meeting
at Van Nest Hall, Rutgers University
on Saturday, May 7, 1937. The guest
speaker was Mrs. Ethel De Beck, De-
partment of Research, Newark Public
Schools. Her topic was "Measure-
ments and Scales and their uses in
the Classroom". Mrs. De Beck brought
to the meeting a collection of scales
and graphs to illustrate her very dy-
namic and interesting talk. Unfortu-
nately, time did not permit discussion.
The Business Meeting was under
the direction of the President, Miss
Marjorie Flaacke and followed the
usual routine, with reports of all
committees. The committee on Re-
search for the Handwriting Depart-
ment reported through Miss Charlotte
Barton, Elementary Supervisor of
Newark Schools, a study on materials
and equipment for the teaching of
handwriting.
The organization is beginning a
study of the handwriting problem
from all its angles and Miss Barton's
report is on but one division of the
situation.
The Handwriting Department has
so increased its membership that it
has outgrown the capacity of the
room assigned. Stimulated interest
throughout New Jersey, which neces-
sitates the appointment of special
teachers and supervisors of Handwrit-
ing, has brought this situation about
and the Handwriting Department is
becoming a very important part of
the State Association.
The officers of the year 1936-1937
were re-elected and are as follows:
President — Miss Marjorie Flaacke,
State Normal School, Newark, New
Jersey
Vice-President — Miss Olive Mellon,
Supervisor of Handwriting, Atlantic
City, New Jersey
Secretary — Miss Jennie Egan, Su-
pervisor of Handwriting, Red Bank,
New Jersey
Treasurer — Miss Clara Harrison,
Supervisor of Handwriting, Burling-
ton, New Jersey
Following the Business Meeting
forty members remained for luncheon
at the Blue Hills Plantation, Dunellen.
A PLEASANT VISIT
We had a pleasant visit with John
H. Karr of the Karr School of Busi-
ness, Van Wert, Ohio, who reports
that his school is in a very thriving
condition.
Mr. Karr is one of those school men
who believes in good handwriting. He
not only exacts good handwriting
from his pupils but uses fancy pen-
manship in his advertising.
-^--f
^^,
'^. Uer^i-^^J
Cards by Arnold C. Gorlit^, 530 Maryland St.,
Winnipeg, Man., Canada, teacher in Success Busi-
ness College.
Signal
Lires by Mr. M. A. Albin, 3823 S. E. 65th
Portland, Oregon.
18
The Educator
Lessons in Modern Engrosser's Script
Prepared in the office of The Educator
At this time of the year engrossers are busy filling diplomas. Script is used by them in writing dates, names
of courses, and names. The accompanying names were written by E. H. McGhee, the engrosser of Trenton, N. J.
They make an excellent lesson in script at this stage of our course. Practice on each name and send us your best
work for criticism.
If you want to succeed in engrossing work financially, master script.
k///Y/J (^yp^-i^iy rA/:^iw^ "^' J^Z/^^^my''--^ .^/4€^?yr6^
REEMPLOYED
Mr. O. G. Martz. was for quite a
number of years Supervisor of hand-
writing in the Public Schools of Nor-
wood, Ohio, but like a number of
special teachers and supervisors was
transferred to high school work dur-
ing the depression. We are happy to
report that he is now back in his old
position as head of the Handwriting
Department. We feel that many other
schools will employ Handwriting Su-
pervisors as financial conditions of the
schools continue to improve.
Home Study
Train for business leadership in your own home.
Courses in Accounting. Secretarial Science, and
Commerce. 30th year. Member National Home
Study Council. Placement service with superior
employment oppon
oil belt.
for FREE bullc
HILL'S BUSINESS UNIVERSITY
Oklahoma City, Okla.
HOW ABOUT YOU?
I have been a regular subscriber to
"The Educator" for many years. I
couldn't do without it.
Mr. C. W. M. Blanchard,
Supervisor of Penmanship
37 Winthrop Street,
Medford, Mass.
^TJiDiflTT'lTL — )
Save Money
Book Form Diplomas
New, attractive designs lithographed to your
order on heavy Parchment for 5c each in quan-
end for free "Business School Catalog." It
■ill aid you in judging Diploma and Cover
alues, also how to get the most for your ap-
ropriation.
Martin Diploma Company
Street, Boston, Mass.
COMBINATIONS
of your name you never dream-
ed possible. Instructions cover-
method. Simply enclose dollar
e and we' re off to the races,
y back.
0. ELLEFSON
p. 0. Box 1028
Proctor, Minn.
SPECIAL
1 doz. Carved Cards
$1.00
.1.5
High-class work assured.
J. D. CARTER, Deerfield, 111.
The McGhee Studio
Makers and Designers of
FINE DIPLOMAS
Estimates furnished
143 East State Street
Trenton, N. J.
The Educator
19
This beautiful writing was done by a second grade pupil of Miss Maude Schell, 40 South Main Street, W. Alexandria, Ohio.
^y the late H. B. Lehman.
20
The Educator
C / ■ ^ / y
^^^.
G
Pza/.o..^. /r37
y y f^rr e/n /•
"T
Wriltcn by P. Z. Bloser in imitation of one of L. Madarasz's famous specimens.
The Educator
21
CONSIDERATIONS FOR A
PROGRESSIVE PROGRAM IN
HANDWRITING
(Cntinucd from page 131
practice, attention may be directed to
uniform size of letters; or in sentence
practice, spacing may be the object-
ive. Any factor can be attached to a
drill unit but there are certain ones
which seem to make closer applica-
tion than others. The child should be
guided in the selection of his own
weak factor and practice should be di-
rected from that point.
Regardless of what the "center of
interest" may be, the subject matter
which is selected should be organized
in such a way that the child will have
varied practice and an opportunity
for much repetitive drill if he requires
it.
There is urgent need for more defi-
nite helps for teachers along this line.
Very little has been developed along
the line of new methods for the new
program. Even though our texts are
up to date in most respects, they fall
short in advancing methods and indi-
cating socialized procedures to fit the
new program and meet the needs of
the child. Without an organized pro-
cedure it would be necessary to "draw
the reins to check the boss" as the
teacher may stray into by-paths by
not directing her instruction toward
a definite goal.
What knowledge does the child ac-
quire through this procedure ? He
learns to seek sources of information.
To train with a group.
To assume responsibility.
To strive toward a worthy goal.
To make comparisons with former
attempts.
To be cognizant of the fact that
drill promotes skill.
To aid in diagnosing faults and sup-
plying remedies.
To protect his equipment.
To measure results.
When directing handwriting
through the activity movement or a
"center of interest", the teacher might
profit by observing the following ten
steps:
1. Direct practice toward a worthy
goal.
2. Encourage desirable working
habits.
3. Provide for pupil participation.
4. Create a consciousness of the
purpose of drill and provide for
varied types.
5. Attach a step in handwriting to
each drill unit.
6. Provide for individual differ-
ences.
7. Encourage frequent comparisons.
8. Maintain a flexible handwriting
program.
9. Foster health through correct
posture.
10. Check up on accomplishments.
Knowledge Tests
A consideration for a new program
in handwriting is the introduction of
knowledge tests. A recent investiga-
tion in this phase of instruction re-
vealed a decided need for testing the
child's knowledge of writing as well
as his skill. Surprising as it may
seem, many sixth grade pupils did not
know the number of letters in the
alphabet; did not know the letters in
sequence; could not distinguish be-
tween capital J and small j; capital
Q and small q; did not understand the
terms, upper loop, retraces, align-
ment; did not have a knowledge of
the proper formations of many capital
letters and could not explain the dif-
ference between direct and indirect
movement.
Lack of knowledge is largely re-
sponsible for much of the poor writ-
ing in these grades and the inability
to diagnose understandingly. A child
must know before he can perform in-
telligently.
Progress Rating
Another consideration -is ways and
means of rating the child's progress.
Individual differences enter the pic-
ture again. Not every child can reach
the grade standard as children make
progress at varying rates, but he may
have shown progress since the begin-
ning of the year. If progress is the
goal, not grades, should he not re-
ceive credit for his gain thus far?
Progress books seem to meet this
need fairly well, which is shown
through specimens taken at the be-
ginning, the middle, and the end of
the year. Progress can be rated at
the middle, and at the end of the year
by comparing with the first specimen.
A skeleton form may be set up to
register yes for improvement and no
for nonimprovement. The total in the
yes column based on the number
rated gives a class progress rating.
The same scheme may be used effect-
ively for rating the efficiency of the
class — those reaching the grade
standard as against those below
standard.
Print or Manuscript Writing
Manuscript writing seems to be
gaining considerable momentum dur-
ing recent years, particularly in the
primary school. Texts have been pub-
lished recently by two prominent com-
panies, and more adoptions are re-
ported being made each year.
The originators of this movement,
in enumerating its virtues, contend
that satisfactory results can be at-
tained with undue strain. It is well
adapted to the left-handed child or
one with a nervous disorder. It is an
aid to early reading and spelling ex-
periences. It is better adapted to the
immature child than the cursive style.
Many school systems use it
throughout the grades, while others
recommend it only for the first and
second, with the transition to begin
the latter half of the second year.
This movement, however, is still in
the process of experimentation; and,
like every new venture, it is subject to
criticism and debate.
If at the end of the child's elemen-
tary training he has shown consider-
able gain in the product of his read-
ing, writing, and spelling, due to his
early training in this print style, then
it is a worthwhile contribution to the
educational field and should receive
consideration when setting up a new
program in handwriting.
To summarize:
(1) This is an opportune time for
the revision of all courses of study in
handwriting.
(2) The "center of interest" which
serves as the basis for instruction
seems to lie mainly in the social
studies area.
(3) There is an urgent need for
new procedures for the development
of this tool subject based on a "center
of interest".
(4) More adequate teacher train-
ing in handwriting is needed.
(5) Through handwriting many de-
sirable attitudes and ideals are de-
veloped which contribute toward char-
acter training.
(6) Administrative cooperation is
highly essential for a successful hand-
writing program.
(7) Individual differences and in-
dividuality in handwriting should be
provided for in the new program.
(8) Manuscript or print writing is
gaining momentum in the primary
school; but it is still in the experi-
mental stage.
These theories which have been ad-
vanced are not in criticism of any
former plan of instruction in hand-
writing. They may not be entirely
psychologically sound but they have
been presented for the purpose of
furthering the study of this art
through the new educational program.
The ultimate aim is to so train the
child in handwriting that he may go
forth with power and independence
and with a fuller realization of the
value of good handwriting in business
and society. Let us continue our ex-
ploration and experimentation in this
instructional activity as it is only
through such channels that progress
is made in any line of human en-
deavor.
22
The Educator
Lessons in Card Carving
By J. D. Carter, Deerficld, 111.
Losson No. 9
In lesson No. 9 I shall illustrate a
combination decorative effect by using
an India ink spray.
This simple spray method has been
used by the artist in many different
ways, and if rightly handled the qual-
ity of the work can be made to equal
that of the air brush.
In making the designs I cut the
forms for the shield, the rectangle for
the place for the names, and circles
for the flowers from paper.
After the patterns had been made
I arranged them on the card then
used the spray of India ink which left
the portions protected by the patterns,
white or light, depending on the ar-
rangement and rearrangement of pat-
terns.
After getting the design on card I
proceeded to cut the designs with the
carving tool as described in former
lessons.
As stated above, artists have used
this spray method in different ways;
but I am describing below a method
I have found very simple and effec-
tive.
First take a picture frame and
neatly tack or secure a piece of door
or window screen to it. ( 8 in. by 10 in.
frame makes a convenient size).
After securely fastening the screen,
proceed to make four legs, one for
each corner by using screws 1 in. to
11 2 in. in length. Dowel sticks or
small blocks of wood can be used for
the legs instead of the screws if de-
sired.
This makes a frame that will rest
at a convenient height above patterns
and paper placed on the drawing
board.
SAMUEL J. MARGOLIS
Engrosser and Penman
595 Eaat 167th Street, Bronx, N. Y.
.ials.
prices. O
low rates,
style.
, Charters, Card Writ-
:ngrossed at reasonable
aken tor engrossing at
Jdressed in ornamenlal
STOP! — Here It Is.
I FARN '"'» '" ''"'■' :ii"i A'S'im iiiisi
Our second step will be to get a
sponge cup to hold a small sponge.
Moisten the sponge with water then
squeeze all the water from the sponge
you can conveniently with the hand.
Next place the sponge into the cup
and pour India Ink on the sponge un-
til it is saturated with the ink. Don't
get too much ink if a fine spray effect
is desired.
Third, use a stiff bristle brush — (a
nail brush or bristle varnish brush
with the bristles cut off about half
length will do) and press bristles of
the brush on the sponge in the cup un-
til brush is thoroughly moistened.
Now arrange the frame over your
paper and design you have prepared
to outline then move briskly the
moistened brush over the prepared
screen and you will notice a fine, soft
spray is falling on the paper and pat-
tern to form the desired designs.
If you succeed well with this per-
haps later we may bring out some-
thing pleasing and more elaborate.
You can do spray work on wood,
cloth and other materials, and this
method can be used effectively in get-
ting outlines of grasses, ferns and
plant life as they develop in their sea-
sons.
Let us see some of your work. Crit-
icism for return postage.
CARDS
al 20c, Script 25c per doj.
and Resolutions Engrossed.
306 E. Oakdale Ave.
Glenside, Pa.
Arth
pert
offer
less
ing.
ciila
ur P. Myers, one of
in the famous Lindbc
s to the readers of Th
professional course ir
on request.
the Handwriti
rgh-Hauptman
Educator his
penmanship,
and designing
ng Ex-
match;
draw-
Cir-
ARTHUR
P.
MYERS
323
N. Claries St.
Baltimor
, Md.
I
TEACH BY MAIL
All Supplies furnished. Write
for details and my book. **How
to Become an Expert Penman."
FREE! Your name will be
elegantly written on a card if you
enclose stamp to pay postage.
Write today!
T.
M
TEVIS
Box 25-C,
Chillicothe. Mo
1937 "GEMS" 25c
Portraiture. Sigs, Writing, etc.
D. L. STODDARD,
The Educator
23
Y'//y///'///J/////
From the pen of Rene Guillard, Eva
Township High School, Eva
;rr
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^m t
-J ^j -
r r'
T R
C R
■fff-rJ
.^IgMri
Pledged to Your Comfort
Away From Home
Se\'en hundred rooms each with racho loud-
speaker, circulating ice water, bed-head reading
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bars and Cocktail Lounge. Accepted place to en-
tertain friends.
Rates $3-$6 Single
We LORD BALTIMORE
'M'M^
Baltimore St. at Hanover
Baltimore, Maryland
24
The Educator
When Mr. Bowes was in his teens
he attended the British American
Business College in Toronto, Ontario,
where he received his first inspiration
in writing from his instructor, Mr.
Connor O'Dea, one of the finest pen-
men he has ever known.
After graduating from this institu-
tion and the Normal School he taught
in ungraded schools for a number of
years. One day he answered an ad-
vertisement in a city paper for a
teacher who could teach bookkeeping,
arithmetic and penmanship. His ap-
plication was accepted and he re-
mained with the Cornwall Commercial
College for about ten years. Later he
left there and accepted a position with
Wood's School in New York City
where he taught penmanship and
other subjects. In subsequent years
he taught in Drake School, Paterson.
N. J.; Bank's Business College, Phil-
adelphia; and Bryant & Stratton
Commercial School, Boston. In all of
those schools penmanship was his
major subject.
For two years he was head of the
commercial department in the Bryant
and Stratton School in Manchester, N.
H., the school in which the famous
penman, G. A. Gaskell, once taught.
Much of his skillful work adorned the
walls of that institution when Mr.
Bowes was there.
Mr. Bowes is married and has a
family -two sons and a daughter.
He states: "The Educator has al-
ways been an inspiration to me and I
possess copies of it which date back
many years. Through it I have been
able to see the work of the finest pen-
men of the present time and of the
past also, and I owe much of my suc-
cess in teaching penmanship to the
matter contained in its pages."
Mr. Bowes is teaching penmanship
and commercial work in Bay Path
Institute, Springfield, Mass. This
school has about fifty persons on its
faculty and administrative staff and
occupies exclusively an attractive,
modern four-story building. Two-
year courses are offered in Account-
ing, Business Administration and Sec-
retarial. One-year courses are also
offered.
Penmanship is given four hours
credit.
ROMANCE STARTED AT THE
ZANERIAN
In 1916 two charming, ambitious,
young people enrolled in the Zanerian
College for courses in penmanship.
Those were memorable days when
ambitions knew no bounds, and the
W, X, Y and Z's were obstinate head-
aches. Dan Cupid, however, demand-
ed his share of time, and the Edith
H. Welsh of those happy days be-
came Mrs. Lester L. Kerney.
Recently Mr. and Mrs. L. L. Kerney
of Akron, Ohio, visited The Educator
office force and the Zanerian. They
are now teaching in the Davis Busi-
ness College at Akron, Ohio.
We are always glad to have our old
pupils and friends drop in to see us,
and to tell us of their success and ex-
periences.
THE CHILLICOTHE BUSINESS
COLLEGE'S NEW DORMITORY
A $50,000 dormitory is being built
by the Chillicothe Business College,
Chillicothe, Mo. This is one of the
most outstanding projects in com-
mercial education. It is one of eight
buildings on the Chillicothe Business
College campus.
It is interesting to know that the
stone used in the construction is be-
ing quarried on the school's farm and
is being crushed in the school's own
crusher. The building will be strictly
fireproof and wherever possible stu-
dent labor is used. The building will
be 114 X 36 feet, with red mat face
brick and concrete. It will have a
large lounge, recreation room, laun-
dry and trunk rooms, two rooms for
matron, and 41 double rooms for stu-
dents.
We congratulate the men back of
this school.
FUNDAMENTALS
Dr. W. W. Charters, director of
educational research at Ohio State
University, in a broadcast stated that
many time worn "fundamentals" are
merely "frills". He urged discarding
such old favorites as algebra, geom-
etry, foreign languages and much of
the history.
In the field of skills. Dr. Charters
urges that reading, handwriting and
arithmetic be retained as essential
subjects. In his opinion, those subjects
should be required in elementary and
high schools which are of primary im-
portance to all students and those
should be elective which fit the needs
of individual students and which fi-
nances will permit to be offered.
Dr. Charters argues that real fun-
damentals help one to live a whole-
some and effective life as a child and
later as a citizen. In making the
above statement, Dr. Charters is
mindful of the value of good hand-
writing to the student while in school.
Many persons overlook that good
handwriting is an invaluable tool
which helps the student in preparing
other subjects. For this reason alone
it pays every student to write well,
freely and automatically as early as
possible.
FORMER ZANERIAN BECOMES
COUNTY SCHOOL
SUPERINTENDENT
O. C. Anderson, who attended the
Zanerian in 1925, is now County Su-
perintendent of Schools, Clay County,
Illinois.
It always gives us great pleasure to
learn and to pass on to our readers
information about accomplishments
and attainments of our former stu-
dents and friends.
Mr. Anderson is a fine young man
and an enthusiastic penman. We pre-
dict continued success for him in
Clay County.
THE DETROIT EDUCATIONAL
NEWS SAYS:
"Michigan ranks 16th in the per
cent of literacy, according to recent
reports. There are 76,800 people in
the state who cannot read or write.
This represents 2 per cent of the 1930
population".
We wonder if they have included
the bankers and school teachers in
their survey.
The KBU CIRCLE is a very attrac-
tive four-page publication gotten out
by the students of the Kinman Busi-
ness University, Spokane, Washing-
ton. It is very attractively printed
and well illustrated, containing photo-
graphs of schoolroom scenes, stu-
dents, etc. It no doubt has had quite
an influence in building up the school
to its present large enrollment.
The Educator
25
By E. L. Brown, Rockland, Me.
t for Writing Perfection
To give a "star" writing
performance — tlie pen point
must be riglit. Gillott's
Steel Pens possess distinc-
tive qualities and there is a
style designed to lit every
writing need. Insure the
writing perfection of your
pupils — standardize with
Gillott's Steel Pens. Send
10c for samples of 8 school
pens.
ALFRED FIELD & CO., II
93 Chambers Street, New York, N
^
HUFF
T*«ar-h«»i-« AtTonrv SHORTAGE OF COMMERCIAL TEACHERS
leacners /\gency .j.^^^ ^^^.j, ^j alaska
Missoula, Montana Need Commercial teachers vvilh decrees. Could
not meet demand last year in this department. Ccr-
Meillhcr N. A. 1. A. tification booklet free to members. Enroll now.
I Thirty Years of Distinctive Service to Teacher and Employer
I Our specialty is placing commercial teachers. Our candidates have
I been sent to every state and several foreign countries. Let us help you.
t Continental Teachers* Agency, Rowling Green, Ky.
Handwriting Merit Seals
se seals are designed
be used as informal
rds to be pasted
printed in two colors on
gummed stock, and are
die-cut. All are about
of the sample
THE A. N. PALMER COMPANY
SS Fifth Avenue, Oept. E.NewYork. N.Y.
ALBERT
Teachers' Agency
25 E. Jackson Blvd.,
Chicago, III.
Established 1885. Teachers of Commerce — Book-
keeping, Shorthand, Typewriting, etc. in heavy de-
mand in 1936. Anticipate more calls in 1937.
Supply exhausted. Folder free. N. A. T. A.
"Correspondent"
Spokane, Wash.
Agencies: 535-5th Ave.. N. Y., Hyde Bldg.,
GOOD TEACHERS IN DEMAND. Write for Information.
Our
Field
ROCKY MT. TEACHERS' AGENCY
United
States
Largest Teachers' Agency in the West
Photo copies made from original, 25 for $1.50. Copyright Booklet,
"How to Apply and Secure Promotion, with Laws of Certification of
Western States, etc., etc.," free to members, 50c to non-members.
Every teacher needs it. Established 1906.
26
The Educator
This set of capitals was engraved from a catalog published in 1895 by E. J. O'Sullivan, of the O'SuIlivan
Que., Can. This alphabet is well worth studying. Notice the beautifully shaped letters, how true the ovals
graceful the shades are. Mr. O'Sullivan's work classes him among America's finest.
College, Montreal ,
and how snappy and
The O'SuIIivai
portant part in its history.
of the largest bu
schools of this contii
and good penmanship has played
THE COVER
The cover page this month was
made by E. C. Enriquez, Pineda,
Pasig, Rizal, P. I.
The bird in the design is known as
the "Catala", a native of the Philip-
pines.
We congratulate Mr. Enriquez upon
his skill in handling the pen, and his
ability in designing such an attractive
page.
Booklet or Sheet Form— Artistic Designs-
Attractive Covers— Leather and Imitation.
Diploma Filling a Specialty. Send for Sam-
ples and Quotations.
Best Quality — Lowest Cost
HOWARD & BROWN
ROCKLAND MAINE
AN OLD FRIEND
We were pleasantly surprised to re-
ceive a letter from our old friend and
penman, L. E. Stacy. Many penmen
will remember Mr. Stacy as author of
the "Blue Book", a history of pen-
men. Mr. Stacy has for the past 25
years been with the Spirella Company
of Niagara Falls, New York. While
his interests have been in the selling
end of the business, he states that he
is still interested in penmanship and
probably always will be. We are al-
ways glad to learn of the success of
former penmen and old friends.
All Expense Tour
14 DAYS <g^gx
MIAMI ^^
SENATE HOTEL, FLA.
HONORED BY ROTARIANS
Harry M. Spamer. president of
Eastman-Saratoga School of Busi-
ness, Saratoga Springs, N. Y., was
elected president of Saratoga Springs
Rotary Club in April.
THE HANDLESS PENMAN
J. C. Ryan, the handless penman,
is still writing cards. The last we
heard from him he was in Seymour,
Texas. His writing is of a very high
professional nature.
It is always very instructive and
helpful to watch Mr. Ryan write. He
has a sunny disposition and is render-
ing the country a very great service
in writing cards and in teaching pa-
tience and perseverance. If you ever
get a chance to see J. C. Ryan, the
handless penman, write, do so. Until
you have seen him write you have
missed something in penmanship
which is really worth while.
The Educator
27
BOOK REVIEWS
Our readers are interested in books of merit,
but especially in books of interest and value to
commercial teachers including books of special
educational value and books on business subjects.
All such books will be briefly reviewed in these
columns, the object being to give sufficient de-
scription of each to enable our readers to de-
termine its value.
Standard Handbook for Secretaries,
by Lois Irene Hutchinson. Published
by McGraw-Hill Book Company, Inc.,
New York, N. Y. Cloth cover. 616
pages.
The big field of opportunity for women today is
unquestionably secretarial practice. But with the
wide and constant demand for secretaries, sten-
ographers and office assistants, comes naturally the
call for a higher standard of efficiency. More and
more executives are delegating to their secretaries
5 they formerly handled the
Mo
the
the
right-hand assistant. To enter thij
field of opportunity, the secretary today must be
expert in secretarial technique.
Here is a book compiled by an experienced sccre-
tary during years of active work with prominent
executives and professional men all over the coun-
try— -written expressly for the purpose of providing
secretaries with the handbook of reference facts, of
procedures, of methods that will give them this
finished training in secretarial technique.
The secretary confronted daily with hundreds of
questions from how to spell "traveling" to the
intricacies of foreign exchange will find in this
thorough, comprehensive handbook the facts she
needs -and she will get them in findable. clear.
usable form.
Simplicity and clarity of statement are stressed.
The book is unusually comprehensive, covering not
only many facts to help in the production of normal
stenographic and typing work, but also many useful
items relating to diplomacy, efficiency and office
procedure, legal matters, communication services,
financial information, and tables and lists of many
kinds.
Special attention is given to grammar, the book
explaining such matters as grammatical rules and
correct usage so clearly that the reader can readily
grasp these frequently confusing aspects of compo-
sition. All the latest practices and points of usage
and style are included, making the book strictly
up-to-date in every way.
Tested Selling Ideas, from the files of
"Printers' Ink" and "Printers' Ink
Monthly." Edited and compiled by
Carroll B. Larrabee, Managing Editor,
Printers' Ink Publications, and Henry
William Marks, Manager, Readers'
Service Department. Printers" Ink
Publications. Published by McGraw-
Hill Book Company. Inc., New York,
N. Y. Cloth cover, 368 pages.
In this book are given the concise, boiled-down
experiences of a number of successful manufac-
turers in solving important sales, merchandising,
and advertising problems. This book is not a sur-
vey of current merchandising. It is not a suc-
cess book built on glittering generalities. It is a
case book based on the in-the-field experiences of a
great many manufacturers during the toughest de-
i ever encount-
In preparing this book we have not sought the
showy or the tricky. Rather we have been inter-
ested in the practical and simple ideas that are
capable of adoption in a great many industries.
One thing the reader must remember and that is
that because a plan worked successfully in an in-
dustry somewhat removed from his own, this is
no sign that it will not work in his industry. As
a matter of fact, this book would never have been
compiled were we not convinced that the simple,
practical, usable idea which has worked efficiently
in one industry in ninety-nine cases out of one
hundred is adaptable to a dozen or one hundred
In planning each issue of "Printers* Ink" and
"Printers' Ink Monthly," its editors are continually
looking for factual experiences which comprehend
the kind of ideas that are adaptable to the problems
I if many different companies. The compilers of
this book were fortunate to be able to tap the
large reservoir of ideas that are found in the back
issues of the "Printers' Ink Publications."
Originally it was planned to divide the various
ideas info subjects, each subject to be the heading
of a chapter. It was soon found, however, that
even the simplest ideas had a number of different
applications or were compounded of several different
merchandising or advertising ideas. Therefore, the
conventional type of index was wholly inadequate
to give a picture of the book's contents.
Consequently an index was prepared according
to the specific problems touched upon by the con-
tents. This index is designed to make this book a
practical desk reference book, a miniature encyclo-
pedia, if you will, of merchandising ideas Thus
there is hardly an item which is not listed under
several index headings.
In using this volume wc hope that the average
reader will at least give it a more than super-
ficial general reading. This will give him an idea
of its contents and the possibilities of the book as
a help to him in his daily work.
His next use of the book depends entirely upon
the problems that he faces in his daily work. Sup-
pose he wants to add a new fillip of interest to his
company's plan of educating retailers. If he will
refer to the index heading "Retailer— Education"
he will find twelve relerences to twelve specific
plans. Perhaps he is thinking of a new sampling
plan. By referring to the "Sampling" index head-
ing he will find fifteen citations.
It is not our belief that most readers will adopt
any idea in the whole cloth. It is hoped, rather,
that the reading of how various problems have
been solved will suggest methods by which the
individual reader can solve his own problem by
adapting rather than adopting ideas.
Each item has been made concise because it was
our desire to get as many items as possible in the
book. We believe that it in a general way cov-
ers pretty nearly the whole range of merchandising
and advertising. As such we hope that it will be
useful tor many years to come.
Perhaps a word is needed here as to timeliness.
Although the material is made up almost entirely
of plans that have been put into effect since the
depression, most of these plans are basically time-
less in that they are as good today or tomorrow as
they were yesterday. As a matter of fact, some
of these ideas have been operating successfully in
various forms for several decades. I'heretore, this
book is designed to be used for steady reference
and not merely for the solution of one problem or
other.
It is appropriate to remark that selling is selling
and advertising is advertising — regardless of the
commodity or the size of the company making or
selling it. The tried-and-true fundamentals known
and practiced by good merchandisers are basic.
There is nothing essentially new; the newness can
come only or mainly in methods of application.
Likewise the principle or the method employed
by a big merchandiser is based upon the same
fundamentals, the same framework, as are used by
the small company.
Hence the bu
thing new would be doing better for himself if he
would try to make the best possible use of existing
fundamentals that have proved themselves time and
Finally, it is our hope that the book itself will
make interesting enough reading, with its fascinat-
ing stories of successful solutions to business prob-
lems, to reward the reader who may have no im-
mediate use for it ■ '
The utmost credit, of course, is due to the
management of the "Printers" Ink Publications,"
who have so liberally opened their files. It hardly
seems necessary to say that this book would not
have been possible without the initiative and in-
ventiveness which are characteristic of American
business. To the many business-men who have
contributed freely of their ideas we wish to ex-
press our deep gratitude. Without their hearty
cooperation this book would not have been possible.
Carroll B. Larrabee
Henry William Marks
Flourishing, by Kikuo Yamaguchi,
537 Daicho Ashikaga-shu, Japan, stiff
cardboard cover, 32 pages, 6 x 8^/^ in.
An interesting collection of skillful flourishes,
well printed on highly glazed paper. The flourishes
trol of the pen, and a good
sense of balance
though they hav
flourishes made
strides have been
z been influenced by the pen
by American penmen. Rapid
made in pen work in Japan as
Grapho-Analysis, published by the
American Institute of Grapho-
Analysis, Inc., Kansas City, Mo., M.
N. Bunker, Pres. Consists of ten
pamphlets each containing 48 pages
bound in cardboard.
This work on Grapho-Analysis is published in
lesson form containing 20 lessons in 10 booklets.
are reached. Many examples of handwriting
people of various traits of character are shoi
Consideration is given to forgery identific
which the author states "in a purely mech
sense is based on exactly the same \
strokes as the character determination".
"Grapho-Analysis does not depend for its ex-
istence on the formation of letters. It takes such
formations into consideration, but apart from the
completed letter the parts of the letter are given
an individual value when standing alone. In a
mathematical way these individual strokes or pans
with their independent values are considered in
their relation one to the other, following out a
new plan ut study and presentation. "
How to File and Index, by Bertha
M. Weeks, Director Chicago Bureau
of Filing and Indexing. Formerly Di-
rector of the Standard School of Fil-
ing and Indexing of the Globe-Wern-
icke Company, St. Louis and Chicago.
Published by The Ronald Press Com-
pany, New York, N. Y. Cloth cover,
261 pages.
Here is the practical filing book that will help
you solve in detail the special filing problems and
requirements of your business.
Are you following the most efficient routine for
preparing papers for your files? Have you the best
possible tollow-up system? Would separated alpha-
betic and geographic files or an independent sub-
ject matter file give better service in your particu-
lar type of business? Do your individual needs
call tor a central or departmental filing system?
HOW TO FILE AND INDEX will answer these
questions and many more.
Mis
Wc
s. filing
ubject of filing from
general principles to specific details as they apply
to your business. Advertising agencies, hospitals,
lawyers, engineers, accountants, and architects will
find this an unusual and invaluable book. Special
chapters discussing filing problems pecuhar to their
professions alone are an outstanding feature.
This book will give you an up-to-date filing system
guaranteeing greater accuracy, quicker filing, faster
finding, and space economy. It will help you to
choose the most efficient equipment and the most
competent personnel for your filing department. It
will show you how to analyze and reduce filing
costs. Everything from installing a complete filing
system and keeping it running smoothly to filing a
newspaper clipping is covered in detail. Numerous
illustrations and examples explain clearly how to
most easily reorganize or simplify a fihng system.
The most efficient filing system saves you trouble,
time, money, and space every day in the year.
HOW TO FILE AND INDEX can give it to you.
It works out in complete detail those changes
which you have wanted to make. Follow this book
and you will have no filing trouble.
lumliiaii Jj:itcli»%r
p^t a meeting-
• hd^ in 1l5c»5ton,Ol5a5>achu6«.'ltt;
on (S>cioi>ci- tfic eighteenth, nineteen tHit+jj-five.
ym'
J
^^.ij^
^,j^ , *iiA7h<>5e bcath (?ccurrci> on September 2^.ia35.u>a» JVn^ an ■
active anb valuc^ inember of tfic"{ioari ofvirector^ o/ihi> ^ompamj.
orn m Skowhecran.ORaine.Ovbruary 3, 15^1. the 5cn of a noteb
country ttiiuyci; he came to't^o^ton vtjter c^ra^uatton )^rom hi<fh
school at the a^c oj^ j-oui-tcen anb $tavte6 wci-k in a\uhoCc5alc*
housc, an^ ;?auei> enough money to enter the~(^o»ton ^nivcrsitxj
J?au> School, iTraiuatin^ cuni Icmbc in ldS5.
Secame A#&l#tanlr^tlW?:^«|J^$n^sf in I55't ctnb^.^^i^'ksil"
^o >. ^ ^, . "^ifhic1r'-^ttphi!<g^ in iSCjl. t^n 1553 hejstartc^
private practice an6 became promtiient in the practice of the law
relating to tru!?tce6hip.< anb receivership*.
^ i€£^f&l'^f%^ att^^i%€j
^ civ l^nilltlllt ''^^^••^*^<^ a Director of <Jt^e (Columbian t)Taitonal i^ifc-
; Mj&*''^ t, '•^^^^^ ,'hitiiirance Coinoany on "Mouember 10, 1916 an6 hab/.
serveb the Company both as a IDtnfctor an6 as a member of the ^A'ecuffve
anft^nancc Commiikes continiioiislu e;«:eept bitring the pcrio6 of his ^erotce as
24ttorney General up to the time of hi$ beaih. '0-Ce xoa^ reaby ani> u>illing[ ^tir^
^vc from his busi) life all the tirrxe the officers askeb oj^htm^anb his ujisbom
avtb ^oob iut)0mcnt u)ere of tne^timable benefit to the Cbinpanif.
W?ibou> anb ^mt?y iftcir sincere 'sympathy. -3t i^ ovbcrcb i^a\ tfiistnemo-
taf 6e *-preaJ) upon -t6c recorbs oj- tfie 13'$'ar^ -<5£^irse&jKi' anb tftat
rta
an cngi'osseb copy -tHereof ^e sent tc the 6cr«cu7<?b 'fcimify.
This page of engrossing
a. 6 Alden Rd., E, Milton, Mass.
one of America's finest penmen,
Mr. Faretra enjoyed for many
-/^
A spelling lesson by Helen Zidel a student ir
public schools of Latrobe, Pa. Miss Laur.
Shallenberger supervisor of handwriting.
The Educator
LEFT-HANDED CLUB
29
Mrs. Earline G. Thompson, teacher of handwriting in the Herronvillc
School, Oklahoma City, Oklahoma has organized a Left-Handed Club in her
school with a membership of twenty-seven. Each Monday afternoon a meet-
ing is held. This consists of extra practice and some social activities. Its
purpose is to create a psychological atmosphere to eliminate inferiority com-
plexes in left-handed children. This idea is not only unique but it strikes
us as being very practical. It is estimated that about 5 per cent of the
pupils on the average are left-handed and there is no doubt but that this
minority group is somewhat handicapped, and sometimes neglected during the
regular lesson. We trust that the publication of this photograph may lead
to the organization of in.iin Uft-h.nul.ci ^:r.M.ps in xari.nis schools of America.
30
The Educator
EiElit of the maslerpicces which appear in Mr. D. L. Stoddard's book, "Geins".
'^'o'lt^ay"'''"'" " °"' °' ''" """' ■^™'" '" "'' Philippine IsU.tds, in fact, one of the finest living flonrisher,
Dennis was recognized by many as one of the best flourishers of all times
Fielding Schofield was one of the early fine flourishers. Hi, work was very systematic.
Zaner was considered "The Prince of Flourishers."
Ames published a book on flourishing.
Fritch's work was very accurate and well balanced.
Isaacs was one of the pioneers in penmanship.
Hausam is still living and has enjoyed a long successful career.
All of the penmen whose work appears above have passed on with the exception of Mr. Hausam and Mr. tnriquez.
The Educator
31
Fascinating Pen Flourishing
Containing a Complete Course and a Collection
of Masterpieces Produced by Leading Penmen
Fascinating
Pen Flourishj^-.
HE ZANER BLOSF.R COMT,
Price, $1.00, Postpaid
Tlie most pretentious work ever published which is de-
voted exclusively to the beautiful fascinating art of flourishing.
It starts at the beginning showing the student how to
make the simplest strokes and exercises and finishes with a
great variety of designs displaying the highest degree of skill
attained in this art.
Work representing the highest skill of the following pen-
men of national fame appears in this book: C. P. Zaner, E.
L. Brown, C. C. Canan, H. B. Lehman, W. E. Dennis, H. S.
Blanchard, H. W. Flickinger, L. M. Kelchner, E. L. Click, H.
L. Darner, L. Madarasz, R. S. Collins, H. P. Behrensmeyer, M.
B. Moore, L. Faretra, Lyman P. Spencer, E. A. Lupfer, F. B.
Courtney, Fielding Schofield, G. A. Gaskell, Clinton Skillman,
A. W. Dakin, J. A. Wesco.
Size 81/^ X 11 in., 80 pages beautifully bound.
The Zaner-Bloser Company
612 NORTH PARK STREET
COLUMBUS, OHIO
WIN A
CERTIFICATE
Now is the time to begin working
for a beautiful penmanship certifi-
cate. Write for illustrated catalog.
Specimens examined free. Students
should have their specimens sent in
by their teacher or O. K.'d by the
teacher.
♦
THE ZANER-BLOSER
COMPANY
PENMANSHIP SPECIALISTS
612 N. Park St. Columbus, Ohio
School Activities
The National Extra C utricular Magazine
Our Best Testimonial and Proof
of unusual Reader Interest —
.... the number of School
Activities readers has in-
creased 400% during the
depression!
Many of our readers tell us that their copies of School
Activities are in constant demand not only in their
schools but at church and other community functions.
Subscription Rate — $2.00 per year
The School Activities Pub. Co.
1013 WEST SIXTH STREET
TOPEKA, KANSAS
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